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Programa Nacional de Ingls
en Educacin Bsica Segunda Lengua: Ingls
Gua de nivelacin Ciclo 4

Fortalecimiento acadmico para profesores de Ingls
Prueba en aula
SECRETARA DE EDUCACIN PBLICA
Jos ngel Crdova Villalobos
SUBSECRETARA DE EDUCACIN BSICA

Francisco Ciscomani Freaner
DIRECCIN GENERAL DE DESARROLLO CURRICULAR

Noem Garca Garca
DIRECCIN GENERAL DE MATERIALES EDUCATIVOS

scar Ponce Hernndez
DIRECCIN GENERAL DE DESARROLLO DE LA GESTIN E INNOVACIN EDUCATIVA

Juan Martn Martnez Becerra
DIRECCIN GENERAL DE EDUCACIN INDGENA

Rosalinda Morales Garza
DIRECCIN GENERAL DE FORMACIN CONTINUA DE MAESTROS EN SERVICIO

Vctor Mario Gamio Casillas
Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Gua de nivelacin. Ciclo 4.
Fortalecimiento acadmico para profesores de Ingls. Prueba en aula fue elaborado por la Coordinacin Nacional
de Ingls, adscrita a la Direccin General de Desarrollo Curricular, de la Subsecretara de Educacin Bsica de la
Secretara de Educacin Pblica.
La Secretara de Educacin Pblica agradece la asesora, en la redaccin de este documento, del Centro de
Enseanza de Idiomas de la Secretara de Extensin Universitaria y Vinculacin Institucional de la Facultad
de Estudios Superiores Acatln de la Universidad Nacional Autnoma de Mxico.
COORDINACIN GENERAL
Noem Garca Garca
COORDINADOR DEL PROGRAMA NACIONAL

DE INGLS EN EDUCACIN BSICA
Juan Manuel Martnez Garca
COLABORADORES COORDINACIN EDITORIAL

Mara del Roco Vargas Ortega Gisela L. Galicia
Israel Uristegui Figueroa
Alejandro Velzquez Elizalde CUIDADO DE EDICIN
Rubn Fischer
POR LA COORDINACIN NACIONAL DE INGLS
Dora Luz Garca Torres COORDINACIN DE DISEO
Israel Saldaa Pacheco Marisol G. Martnez Fernndez
Micaela Molina
CORRECCIN DE ESTILO
Octavio Hernndez Rodrguez
DISEO
Lourdes Salas Alexander
Mauro F. Hernndez Luna
Vctor Castaeda
FORMACIN
Vctor Castaeda
PRIMERA EDICIN ELECTRNICA, 2011

SEGUNDA EDICIN ELECTRNICA, 2012
D. R. Secretara de Educacin Pblica, 2011
Argentina 28, Centro, 06020
Cuauhtmoc, Mxico, D. F.
ISBN: 978-607-467-240-4
Hecho en Mxico
MATERIAL GRATUITO/Prohibida su venta
NDICE
VERSIN en ESPAOL
Presentacin.................................................................................................................................................... 8
Introduccin................................................................................................................................................. 10
Estructura de la Gua de nivelacin.................................................................................................. 11
Propsito de la enseanza del ingls para el Ciclo 4................................................... 13
Orientaciones didcticas............................................................................................................ 14
Contenidos bsicos de nivelacin de 1o de Secundaria.............................................. 16
Introduccin al PNIEB.................................................................................................................... 48
Anexo. Formato de planeacin................................................................................................ 49

ENGLISH VERSION
Presentation.................................................................................................................................................. 51
Introduction.................................................................................................................................................. 53
Structure of the Leveling Guide.......................................................................................................... 54
Purpose of English Language Teaching for Cycle 4........................................................ 56
Teaching Guidelines...................................................................................................................... 57
Basic leveling contents of 1st grade Secondary school................................................. 59
Basic leveling contents of 2nd grade Secondary school................................................ 68
Basic leveling contents of 3rd grade Secondary school................................................ 78
Introduction to the NEPBE .......................................................................................................... 91
Appendix. Planning format........................................................................................................ 92

Programa Nacional de Ingls
en Educacin Bsica Segunda Lengua: Ingls
Gua de nivelacin Ciclo 4

Fortalecimiento acadmico para profesores de Ingls
Prueba en aula
En los materiales del Programa Nacional de Ingls en Educacin Bsica, la
Secretara de Educacin Pblica emplear los trminos: nio(s), adolescentes,
alumno(s), educadora(s) y docente(s), haciendo referencia a ambos gneros, con
la finalidad de facilitar la lectura. Sin embargo, este criterio editorial no demerita
los compromisos que la SEP asume en cada una de las acciones y los plantea-
mientos curriculares encaminados a consolidar la equidad de gnero.
Presentacin
os principios normativos que establece el artculo tercero

constitucional, la transformacin educativa que alienta el Plan
Nacional de Desarrollo 2007-2012 y los objetivos sealados
en el Programa Sectorial de Educacin 2007-2012 (Prosedu), han consti-
tuido la base rectora para dar sentido y ordenar las acciones de poltica
pblica educativa en el Mxico de las prximas dcadas.
En este marco, y con base en las atribuciones que le otorga la Ley Gene-
ral de Educacin, la Secretara de Educacin Pblica estableci como obje-
tivo fundamental a alcanzar en el 2012: elevar la calidad de la educacin
para que los estudiantes mejoren su nivel de logro educativo, cuenten con
medios para tener acceso a un mayor bienestar y contribuyan al desarrollo
nacional.1 Para conseguir este objetivo en la Educacin Bsica se dispone
de una estrategia: realizar una Reforma Integral de la Educacin Bsica,
centrada en la adopcin de un modelo educativo basado en competencias,
que responda a las necesidades de desarrollo de Mxico en el siglo XXI,2
con miras a lograr mayor articulacin y eficiencia entre los niveles de prees-
colar, primaria y secundaria.
En el Prosedu tambin se establece que los criterios de mejora de la
calidad educativa deben aplicarse a la capacitacin de profesores, la actua-
lizacin de programas de estudio y sus contenidos, los enfoques pedag-
gicos, mtodos de enseanza y recursos didcticos.3 A su vez, la Unesco4
seal que los sistemas educativos necesitan preparar a los alumnos para
1
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.
2
Ibidem, p. 24.
3
Ibidem, p. 11.
4
J. Delors et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional
sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
8
enfrentar los nuevos retos de un mundo globalizado donde el contacto en-
tre mltiples lenguas y culturas es cada vez ms comn. En este contexto,
la educacin debe ayudar a los alumnos a comprender las diversas expre-
siones culturales existentes en Mxico y el mundo.
Desde esta perspectiva, la Secretara de Educacin Pblica reconoce la
necesidad de incorporar la asignatura de Ingls a los planes y programas
de estudio de educacin preescolar y primaria, as como de realizar los
ajustes pertinentes en los planes y programas de Ingls para secundaria,
con el propsito de articular la enseanza de esta lengua en los tres niveles
de la Educacin Bsica y lograr que, al concluir su educacin secundaria,
los alumnos hayan desarrollado las competencias plurilinge y pluricultu-
ral que requieren para enfrentar con xito los desafos comunicativos del
mundo globalizado, construir una visin amplia de la diversidad lingstica
y cultural a nivel global, y respetar su propia cultura y la de los dems.
Con el fin de instrumentar las diversas acciones que posibiliten la articu-
lacin de la enseanza del ingls, la Secretara de Educacin Pblica puso
en marcha el Programa Nacional de Ingls en Educacin Bsica (PNIEB, o
NEPBE: National English Program in Basic Education), del que se derivan
programas de estudio para los tres niveles de Educacin Bsica elaborados
a partir de la alineacin y homologacin de estndares nacionales e inter-
nacionales, la determinacin de criterios para la formacin de docentes,
adems del establecimiento de lineamientos para la elaboracin y evalua-
cin de materiales educativos y la certificacin del dominio del ingls.
Una de las acciones previstas es el desarrollo de reuniones nacionales
de fortalecimiento acadmico para docentes de Ingls, que tienen la fina-
lidad de ofrecer informacin y asesora tcnico-pedaggica que coadyu-
ve a las tareas necesarias para la implementacin y generalizacin de los
programas de estudio correspondientes a los cuatro ciclos del Programa
Nacional de Ingls en Educacin Bsica.
Secretara de Educacin Pblica
9
Introduccin
L os cambios en el nivel de logro que implica

la articulacin y la incorporacin del ni-
vel secundaria al Programa Nacional de Ingls
Por lo tanto, y como parte de los materiales
que acompaan la implementacin del PNIEB
en su fase de prueba en aula, se elabor la
en Educacin Bsica (PNIEB) implican que los Gua de nivelacin para el Ciclo 4, con el pro-
alumnos, independientemente del grado esco- psito de ofrecer al docente:
lar al que se incorporen, cursarn la asignatura
de Ingls con el PNIEB por primera vez. Una lista de contenidos curriculares bsi-
Esto representa un doble desafo para los cos diseados para trabajarse en un tiem-
docentes de secundaria, porque deben, por po aproximado de entre dos y dos meses
un lado, crear las condiciones para que los y medio, de manera que su abordaje per-
programas de estudio operen con equidad y mita a los alumnos de primero, segundo
calidad en todas las escuelas del pas y, por y tercer grados alcanzar los aprendizajes
otro, asegurar que sus alumnos, aun cuando esperados establecidos en los programas
no hayan cursado la asignatura de Ingls en el de estudio del PNIEB que no cursaron, as
grado o los grados anteriores al que se incor- como iniciar lo antes posible el tratamien-
poran en el periodo 2011-2012 en el caso to de los contenidos del programa de estu-
de los alumnos de 1o de Secundaria, o que ya dio correspondiente al grado escolar que
cursaron el 1o o 2o grados con los Programas cursan, para garantizar que al finalizar el
de estudio de 2006 con estndares de logro Ciclo 4 se cumplan los propsitos y nive-
distintos a los que establece el PNIEB, con- les de logro.
sigan los propsitos de cada ciclo que com- Un conjunto de orientaciones didcticas
ponen este programa en trminos generales y consideraciones que el docente tome
y, en consecuencia, tengan la posibilidad de en cuenta para abordar dichos conteni-
alcanzar los niveles de logro establecidos en dos e inicie el trabajo regular con los pro-
el Ciclo 4. gramas de estudio del PNIEB.
10
Estructura de la Gua de nivelacin
L a presente gua est organizada en seis

apartados: Propsito de la enseanza
del ingls para el Ciclo 4; Orientaciones di-
Las Orientaciones didcticas buscan apo-
yar al docente para abordar los contenidos
bsicos de nivelacin y son un conjunto de
dcticas; Contenidos bsicos de nivelacin estrategias metodolgicas que se caracterizan
de 1o de Secundaria; Contenidos bsicos de por no ser restrictivas. En consecuencia, puede
nivelacin de 2o de Secundaria; Contenidos emplear stas o las que considere ms apro-
bsicos de nivelacin de 3o de Secundaria; piadas de acuerdo con su propia experiencia y
Introduccin al PNIEB, adems de un Anexo las necesidades, particularidades e intereses de
con un formato destinado a la planeacin sus alumnos.
que sugiera el docente. Los Contenidos bsicos de nivelacin para
El Propsito de la enseanza del ingls 1 , 2o y 3o de Secundaria se definieron a par-
o
para el Ciclo 4 es el mismo que se establece tir de los programas de estudio del Ciclo 4,
en los programas de estudio correspondientes de los ciclos precedentes y de los niveles de
al ciclo, y se incorpora para que el docente, logro que establecen; como ya se mencion,
con base en ste, su experiencia y las caracte- su propsito es alcanzar en un lapso corto los
rsticas particulares de su grupo, decida el or- aprendizajes bsicos del o de los grados en
den y la profundidad con la que es necesario que no trabajaron con el PNIEB. Por esta ra-
trabajar los contenidos bsicos de nivelacin zn, a diferencia de los contenidos curricula-
que se establecen. As, se garantizar que los res del PNIEB, que se distribuyen en distintas
alumnos obtengan, en el transcurso de los pri- prcticas sociales del lenguaje, los de nivela-
meros dos meses y medio (20-25 horas-clase) cin se organizan de la siguiente manera:
del ciclo escolar 2011-2012, los aprendizajes
que se requieren para trabajar con el programa Contenidos de comprensin auditiva y
de estudio del PNIEB de su grado de estudio expresin oral: escuchar/hablar.
y alcanzar, al trmino del 3o Secundaria, los Contenidos de comprensin de lectura
niveles de logro correspondientes al Ciclo 4. y expresin escrita: leer/escribir.
11
Temas de reflexin. Se clasifican en dos gru- cuales el docente adaptar, cambiar, simplifi-
pos: a) los especficos, que corresponden a car o ampliar de acuerdo con su planeacin,
propiedades, caractersticas y elementos las caractersticas de sus alumnos y las diversas
de la lengua oral y escrita, propios de cada variables y condiciones que inciden en la orga-
competencia especfica, y b) los generales, nizacin del trabajo en el aula. Con este fin se
que comprenden conceptos y propiedades incluye un espacio para que escriba sus consi-
de los textos orales y escritos comunes a to- deraciones metodolgicas y tiempos estimados
dos los contenidos bsicos de nivelacin de para trabajar con los contenidos bsicos de ni-
1o, 2o y 3o de Secundaria del Ciclo 4. velacin.
El apartado Introduccin al PNIEB describe
Cabe resaltar que, como no se sitan en nin- los contenidos de esta gua en relacin con el ini-
gn ambiente social en particular, los conteni- cio del trabajo propio de los programas de estudio
dos bsicos de nivelacin carecen de los aspec- del Ciclo 4. Por ltimo, se presenta un Anexo
tos dinmicos que caracterizan a las prcticas que incluye un formato que el docente pue-
sociales del lenguaje. Por esta razn se ofrecen, de reproducir y muestra una de las muchas
a manera de sugerencia, ejemplos y tiempos maneras de planear y organizar el trabajo
para abordar los contenidos de esta gua, los con los contenidos de esta gua.
12
Propsito de la enseanza
del ingls para el Ciclo 4
E l propsito de la enseanza del ingls

en el Ciclo 4 de Educacin Bsica (1o,
2o y 3o de Secundaria) es que los alumnos
Adapten su lenguaje a necesidades co-
municativas inesperadas.
Reconozcan y respeten diferencias entre
consoliden su dominio del ingls en situa- su propia cultura y las culturas de pases
ciones comunicativas bsicas y desarro- donde se habla de lengua inglesa.
llen competencias especficas, propias de Expresen algunas valoraciones y opinio-
prcticas sociales del lenguaje, con situa- nes sobre asuntos que les sean de inters
ciones comunicativas variadas en las que o se relacionen con su realidad cotidiana.
comprendan y produzcan, de manera ge- Manejen registros apropiados para una
neral, textos orales y escritos sobre diversos variedad de situaciones comunicativas.
temas. Al final de este ciclo se espera que Conozcan recursos lingsticos para enten-
los alumnos: der la relacin de las partes de un enuncia-
do o texto.
Obtengan la idea principal y algunos de- Editen sus propios escritos o los de sus
talles de una variedad de textos breves, compaeros.
orales y escritos, utilizando su conoci- Utilicen convenciones gramaticales, orto-
miento del mundo. grficas y de puntuacin.
Comprendan y empleen informacin de Intervengan en actos comunicativos formales.
diversas fuentes textuales. Mantengan la comunicacin, reconozcan
Produzcan textos breves y convencionales cundo se rompe y utilicen recursos estra-
que respondan a propsitos personales, tgicos para reestablecerla cuando lo re-
creativos, sociales y acadmicos. quieran.
13
Orientaciones didcticas
P ara abordar los contenidos bsicos de

esta gua se plantean las siguientes orien-
taciones:
Seleccionar el orden en que se aborda-
rn los contenidos y el tiempo que se
destinar a cada uno, considerando el
total de horas destinado a la nivelacin,
Conocer al grupo de alumnos con el fin y las necesidades del grupo.
de determinar sus intereses, sus conoci- Revisar y analizar los ejemplos que,
mientos previos sobre el lenguaje en ge- para abordar los contenidos, se propor-
neral, y el ingls en particular; as como cionan partiendo de que representan
otras caractersticas que pudieran incidir slo una de las muchas maneras en que
en su desempeo durante el desarrollo de pueden y deben tratarse. Por lo tanto, el
las sesiones destinadas a la nivelacin. docente debe ser consciente de que se
Revisar y comprender los programas de es- disearon para regir la organizacin y
tudio del Ciclo 4, que corresponden a 1 , o
planeacin del trabajo en el aula, por
2 y 3 de Secundaria, con el propsito de
o o
lo que pueden ampliarse o ajustarse en
darle continuidad al trabajo de esta gua y funcin de las necesidades de los alum-
resolver las dudas que surjan sobre los con- nos. Debido a las limitaciones de espa-
tenidos y las sugerencias para abordarlos. A cio slo se reproducen fragmentos de
su vez, es conveniente examinar los apren- los textos literarios (canciones, cuentos,
dizajes esperados para que reconozca lo leyendas, etc.); sin embargo, se sugiere
que se pretende de la nivelacin respecto que los alumnos lean textos completos.
a los haceres y saberes que sus alum- Dado que muchos de ellos tienen su
nos requieren cubrir o profundizar. Esto les primer contacto escolar con la lengua
permitir alcanzar con xito los propsitos inglesa, en el manejo de los ejemplos
del Ciclo 4, a pesar de no haber cursado la debe predominar la va oral-auditiva y,
asignatura en grados anteriores. despus, la escritura.
14
Seleccionar de la lista de temas de reflexin que no aparecen en un orden fijo y pue-
especficos y permanentes slo los perti- den utilizarse para trabajar una o varias
nentes para cada contenido. Los temas de competencias especficas.
reflexin no sern el centro de atencin Favorecer el contacto de los alumnos con
del trabajo de la nivelacin, puesto que, diversas variantes del ingls, tanto en len-
por s solos, no permiten la adquisicin gua escrita como en lengua oral, sin perder
de las competencias necesarias para al- de vista la necesidad de ser consistentes
canzar los objetivos del Ciclo 4 y sus ni- con la que se decida utilizar (estadouni-
veles de logro. La gua no proporciona dense, britnica, etctera). Con este fin se
listas de vocabulario ni promueve estra- incluyen algunos contenidos en los temas
tegias centradas en s mismas, porque es de reflexin.
difcil considerar todos los posibles textos Evaluar el avance y los logros de los alum-
susceptibles de emplearse para abordar nos, as como los cambios o las adapta-
los contenidos y porque stas no favo- ciones de los componentes de la prctica
recen el desarrollo de las competencias educativa. Si bien la evaluacin tiene ca-
implicadas en el objeto de estudio. rcter de promocin, su funcin, en esen-
Valorar la conveniencia de adaptar las cia, es formativa.
sugerencias para abordar los contenidos
15
Contenidos bsicos de nivelacin
de 1o de Secundaria
Escuchar/hablar Leer/escribir
Interpretar y enunciar expresiones de uso cotidiano. Escribir expresiones de uso cotidiano.
Comprender y enunciar expresiones para pedir Escribir expresiones para pedir y ofrecer ayuda
y ofrecer ayuda o lo que se requiere o necesita o lo que se requiere o necesita por medio de otros.
por medio de otros. Escribir preguntas y respuestas para obtener datos
Preguntar datos sobre el entorno inmediato sobre el entorno inmediato (nombre, tamao, color,
y ofrecerlos (nombre, tamao, color, fechas, fechas, horarios, posiciones, direcciones, productos
horarios, posiciones, direcciones, productos de uso cotidiano o de primera necesidad).
de uso cotidiano o de primera necesidad).
Temas de reflexin especficos
Aspectos fnicos, sintcticos y semnticos de los textos
Caractersticas acsticas: tono, entonacin, etctera.
Tipo de enunciados (declarativos, interrogativos, etc.).
Formas verbales: modales (shall, would, could, etc.), verbos compuestos, imperativos.
Elementos gramaticales: preposiciones (in, about, on, etctera), adjetivos posesivos (my, your, etc.),
demostrativos (this, those, etc.), pronombres personales (I, you, me, her, us, etc.), pronombres
y adverbios interrogativos (who, what, where, when, etc.), adverbios (here, there, etctera).
Expresiones coloquiales (por ejemplo, expresiones de saludo, cortesa, despedida).
Ejemplos sugeridos
Ejemplo 1 Ejemplo 2 Ejemplo 3
Good morning, Esteban. How My sister has broken her Good afternoon, everyone.
are you? broom and she needs another. Lets start our activity. Make a
Fine, thank you. I see youre Where can she find one? circle with your chairs so we
carrying so many books, Why, in the market. can see each other.
where are you taking them? We just arrived yesterday here, Teacher, we havent written
I have to return them to the and we dont know where the the date yet.
library. But Im rather in a market is. Youre right, Paulina. So,
hurry, because I also have to Its 4 blocks away from your Vctor, what date is today.
relay a message to our teacher. home. Leave towards the Today is Thursday, April 7th.
I could lend you a hand. Ill convenience store, then take Thanks. And now were ready
take the books to the library, a left. Walk two blocks and to begin. Its 4:15, and I think
while you talk to our teacher. then take left once again. The we can finish this activity in
Seriously? Thank you very market is in front of the fire some 35 minutes.
much. station.
Youre welcome.
16
Ejemplo 4 Ejemplo 5
Fresh and juicy apples! Here. Now, open your books on
The best fruit in town! page 30.
How much does the kilo cost? Teacher, I think Ive forgotten
The red ones, 2; and the my pen and pencil.
green ones, 225p. Dont worry, Agustn. You can
take a pen from the ones I
have on my desk and there is
a pencil can on the table at
the rear of the classroom.
Ejemplos del docente
Sugerencias para abordar los contenidos

Explorar y modelar dilogos breves en los que se utilizan expresiones de uso cotidiano, expresiones para pedir
y ofrecer ayuda o lo que se requiere por medio de otros, y en los que se preguntan y ofrecen datos sobre
el entorno inmediato, con apoyo de recursos grficos y lenguaje no verbal.
Participar en la lectura en voz alta de dilogos y reconocer expresiones de uso cotidiano, y expresiones para
preguntar y pedir datos sobre el entorno inmediato (nombre, tamao, color, fechas, horarios, posiciones
de objetos y lugares, direcciones, productos de uso cotidiano o de primera necesidad).
Identificar expresiones para pedir y ofrecer ayuda o lo que se requiere o necesita por medio de otros.
Representar los papeles de emisor y receptor en un juego de roles.
Escribir expresiones de uso cotidiano en dilogos breves.
Participar en la escritura de palabras y enunciados en dilogos en los que se piden y ofrecen datos sobre
el entorno inmediato.
Completar por escrito dilogos breves con expresiones para pedir y ofrecer ayuda, o lo que se requiere
o necesita por medio de otros.
Sugerencias del docente
Tiempo mnimo sugerido: 4-5 horas Tiempo estimado por el docente: _______ horas
17
Escuchar noticias sobre eventos de inters. Escribir informacin escuchada en noticias.
Identificar y expresar ideas principales en noticias.
Localizar informacin a partir de preguntas (quin?,
qu?, cmo?, cundo?, dnde?, etctera).

Propiedades y tipos de textos orales y escritos
Estructura de noticias: pirmide invertida (respuestas a las preguntas crticas: who, what, where, when, how
y why.
Recursos sonoros: pausas, pistas sonoras, efectos de sonido.
Componentes grficos: fotografas, tipografa, grficas, etctera.
Pronombres y adverbios interrogativos (who, what, where, etctera).
Ejemplos sugeridos
February 7, 2011
Dudamel and LA Phil announce their 2011/12 season
Gustavo Dudamel and the Los Angeles Philharmonic today announced their 2011/12 season []. In the upcom-
ing season, he will conduct the LA Phil in 14 weeks of subscription concerts that include two LA Phil commissions,
both of which are world premieres, plus a concert as part of the Green Umbrella new music series that includes an
LA Phil commission and world premiere. []
Over the course of the season, Dudamel will conduct all nine Mahler Symphonies with the Los Angeles
Philharmonic and the Simn Bolvar Symphony Orchestra of Venezuela both in Los Angeles and in Caracas. (To-
mado y editado de http://www.gustavodudamel.com/news. Fecha de consulta: 14 de febrero de 2011.)
Who will conduct the Los Angeles Philharmonic?

Where will Dudamel conduct Mahler Symphonies?
When did Dudamel and the LA Phil announced their 2011/12 season?

Explorar audio y texto de noticias sobre eventos de inters.
Identificar el nombre de un evento de inters.
Detectar y reconocer datos generales (nombre, lugar, fecha, participantes, etc.) y cualidades de un evento.
Distinguir las ideas principales en una noticia sobre un evento de inters.
Responder y plantear, oralmente y por escrito, preguntas (quin?, qu?, cmo?, cundo?, dnde?, etc.)
sobre un evento.
Leer en voz alta los datos sobre un evento.
Tiempo mnimo sugerido: 3-3.5 horas Tiempo estimado por el docente: _______ horas
18
Responder preguntas sobre el contenido de cartas. Distinguir partes de cartas.
Completar, de forma oral, enunciados sobre lugares, Construir enunciados para responder invitaciones
horarios y eventos en cartas. en cartas.
Leer cartas en voz alta.
Estructura de cartas: saludo, mensaje, despedida.
Componentes textuales: lugar y fecha, destinatario, firma, etctera.
Elementos gramaticales: genitivo posesivo (por ejemplo, Jeans friend) y doble genitivo (por ejemplo,
a collegue of theirs).
Ejemplos sugeridos
Dear Patty,
I hope youre well. As you know, next week is my birthday and Im organizing a party. It will start at 4 pm
next Thursday. Youll find a drawn map with the directions to arrive to my house at the end of this letter. I have
everything planned, but if you want to bring some snacks or refreshment, its OK. A friend of mine is bringing some
music CDs and if you want something special, dont hesitate to bring it. If you want to contact me this week, Ill be
at my grandmas, but you can call to my mobile.
Love,
Cecilia.
P. S. Im keeping my big brothers cat at home while hes abroad. Hope youre not allergic to cats hair.
What event is Cecilia organizing?

Where will the party be held?
At what time will the party start?

Examinar cartas.
Leer en voz alta una carta.
Identificar la estructura (saludo, mensaje y despedida) y los componentes textuales (lugar y fecha, destinatario,
firma, etc.) de una carta.
Responder preguntas orales sobre la informacin contenida en una carta.
Escribir enunciados para completar una carta de respuesta.
Tiempo mnimo sugerido: 4 horas Tiempo estimado por el docente: _______ horas
19
Escuchar y completar mensajes en anuncios Identificar informacin especfica en anuncios
y sealizaciones. (nombre, fecha, lugar, etc.) y sealizaciones.
Comparacin entre palabras, sonidos y grafas de la lengua materna y la lengua inglesa.
Ortografa
Abreviaturas (Ave.-avenue, St.-street, etctera).
Recursos tipogrficos (por ejemplo, @, , , $, etctera).
Ejemplos sugeridos
Town junior council members election
Election of the two junior council members will be held on Sunday January 14th at the History Museum, from 10
to 16 hours. If you want to participate, sign up at the Principals office in your schools. Principals should send the
candidates list by no later than December 3rd.
From this point on, only people with their ID will be received. Please register at the front desk before entering.
We remind you that it is forbidden to enter to the premises with any kind of electronic devices. Use the keyless
lockers in the basement to store any such items.
Where can electronic devices be stored?

Are people allowed to enter without ID?
Where will the election be held?
Which is the deadline for principals to send the candidates list?

Examinar anuncios y sealizaciones.
Identificar, por su nombre y contexto, anuncios y sealizaciones.
Detectar y reconocer datos generales e informacin especfica en anuncios y sealizaciones.
Completar, por escrito, anuncios y sealizaciones.
Plantear y responder preguntas sobre datos generales e informacin especfica en anuncios y sealizaciones.
Tiempo mnimo sugerido: 33.5 horas Tiempo estimado por el docente: _______ horas
20
Interpretar y expresar preguntas y respuestas para Escribir preguntas y respuestas sobre datos,
conocer datos (nombre, edad, oficio o actividades), preferencias personales y aspecto fsico, propios y
preferencias personales (alimentos, colores, etc.) de otros.
y aspecto fsico, propios y de otros. Escribir preguntas y respuestas para conocer
Expresar expectativas, deseos, propsitos expectativas, deseos, propsitos e intenciones sobre
e intenciones sobre circunstancias familiares circunstancias familiares y/o escolares.
y/o escolares y preguntas para conocerlas. Escribir preguntas y respuestas para conocer
Describir actividades rutinarias y preguntar sobre actividades rutinarias y experiencias personales.
stas. Completar dilogos escritos sobre expectativas,
Preguntar y responder sobre experiencias actividades rutinarias o experiencias personales.
personales.
Tiempo verbal: pasado, futuro.
Elementos gramaticales: pronombres personales (I, us, etc.), pronombres y adverbios interrogativos (who,
what, where, etctera).
Formas verbales: infinitivos (to read, to see, etc.), auxiliares (do, did, have, etc.), gerundios (running,
making, etc.), modales (would, may, etctera).
Ejemplos sugeridos
So, as its our first day of class, I hope my sister could help What was your best action
what about if we introduce me with house chores this towards another person when
ourselves? Lets start with you. weekend. Maybe she will be you were in primary school?
My name is Luca. Im 12 willing if to do so, if I help Once I saw that people had
years old. My father is a baker to clean her room during the trouble crossing the Verdi
and my mother is a tailor. I week. I usually wake up at 6, avenue, because there was
like really spicy food. I like to so I can sweep and mop my no bridge. I decided to give a
play basketball and baseball. room, but I think I can wake solution to that problem and I
half an hour earlier to have wrote a letter to the authorities
time to clean her room. asking for a bridge to be
Why do you need her built. I collected signatures
assistance? to support my request. Three
Because I want to go camping, months later, the bridge was
but I cannot go unless I have finished. I felt very happy
finished my set of house because I had helped other
chores. people to be safe.
21
Examinar dilogos en los que se ofrezca y reciba informacin sobre datos y preferencias personales,
actividades rutinarias; expectativas, deseos y propsitos sobre circunstancias familiares y escolares,
y el aspecto fsico propio y de otros.
Participar en la lectura en voz alta de partes de dilogos.
Identificar expresiones sobre datos y preferencias personales, actividades rutinarias; expectativas, deseos
y propsitos sobre circunstancias familiares y escolares, y el aspecto fsico, propio y de otros.
Representar, en un juego de roles, los papeles de emisor y receptor en dilogos.
Completar, de manera oral y escrita, enunciados de dilogos sobre datos y preferencias personales, actividades
rutinarias; expectativas, deseos y propsitos sobre circunstancias familiares y escolares, y el aspecto fsico,
propios y de otros.
Escribir preguntas y respuestas sobre datos y preferencias personales, actividades rutinarias; expectativas,
deseos y propsitos sobre circunstancias familiares y escolares, y el aspecto fsico, propios y de otros.
22
Seguir la lectura de informacin sobre un tema Escribir preguntas y respuestas para obtener
de ciencias (seres vivos, fenmenos y/o sitios informacin sobre un tema de ciencias.
naturales). Utilizar un grfico para organizar informacin
Formular y responder preguntas para obtener de un tema de ciencias.
informacin sobre un tema de ciencias.
Encontrar informacin sobre un tema de ciencias
al escucharlo.
Componentes grficos: ttulo, texto e imgenes.
Pronombres y adverbios interrogativos (how, what, which, etctera).
Tiempo verbal: presente.
Ortografa
Escritura convencional de palabras (sin transposiciones, reemplazos, adiciones o supresiones).
Ejemplos sugeridos
Human brain
The human brain is the center of the human nervous system. It is enclosed by the cranium, and it is over three
times as large as the brain of a typical mammal with an equivalent body size. The human brain has been estimated
to contain 50-100 billion neurons. Its average weight is approximately 1.5 kg. It consists of two hemispheres, each
one of which is divided in four lobes. Left and right brain hemispheres control the opposite body part: right.
Hemisphere interacts with the left side of the body and vice versa. However, mental abilities are not absolutely
separated into only one of the hemispheres. The brain is the greatest energy user of human body: it requires as
much as 20 per cent of the energy generated. It was believed that human beings were born with all the brain cells
that they would ever had, but recent research has shown that new neurons can be created.
How do brain hemispheres control the body?

In line 9, to what refers they?
23
Examinar un texto ilustrado sobre un tema de ciencias (seres vivos, fenmenos y/o sitios naturales).
Sealar y nombrar el ttulo, los prrafos, las ilustraciones y los grficos.
Identificar, al escuchar, los nombres y las caractersticas relativas al tema de ciencias que aparecen en el texto.
Leer en voz alta un texto ilustrado sobre un tema de ciencias.
Aclarar el significado de palabras nuevas con ayuda de un diccionario bilinge y/o el docente.
Escribir y leer en voz alta preguntas y respuestas sobre un tema de ciencias.
Organizar en un grfico informacin sobre un tema de ciencias.
24
de 2o de Secundaria
Interpretar y enunciar expresiones de uso cotidiano. Escribir expresiones de saludo, despedida y
Comprender y enunciar expresiones para pedir cortesa.
y ofrecer ayuda o lo que se requiere o necesita Escribir expresiones para pedir y ofrecer ayuda
por medio de otros. o lo que se requiere o necesita por medio de otros.
Preguntar datos sobre el entorno inmediato Interpretar y escribir preguntas y respuestas
y ofrecerlos (nombre, tamao, color, fechas, para obtener datos sobre el entorno inmediato
horarios, posiciones, direcciones, productos de uso (nombre, tamao, color, fechas, horarios,
cotidiano o de primera necesidad). posiciones, direcciones, productos de uso cotidiano
Entender e intercambiar informacin sobre servicios o de primera necesidad).
de la comunidad, a partir de modelos escritos.
Tipo de enunciados (declarativos, interrogativos, etctera).
Formas verbales: modales (can, need, have to, etc.), verbos compuestos, imperativos.
Elementos gramaticales: preposiciones (in, about, on, etc.), adjetivos posesivos (my, your, etc.),
demostrativos (this, those, etc.), pronombres personales (I, you, me, her, us, etc.), pronombres y adverbios
interrogativos (who, what, where, when, etc.), adverbios (here, there, etctera).
Expresiones coloquiales (por ejemplo, expresiones de saludo, cortesa, despedida).
25
Ejemplos sugeridos
Good morning. Could you Just three minutes ago, We need to send this letter,
please stand up and follow someone asked me if I knew can anyone look after that?
me orderly to the school where the bank was, but I Yes, I will take it to the post
grounds. You are to take notes answer that I couldnt help, office.
about what you see in your since I didnt know. It was Big sis, can I tag along with
surroundings. You will have quite embarrassing, you know. you? I dont know how to send
three minutes. Then, we are Oh, man. I will tell you a letter. What will we do once
going to come back and share again: the bank is the big red we arrive to the post office?
our results. building past the hospital. Youll see its very easy. First,
Teacher, I have a notice to give It is in front of the old city we have to check that the
to my classmates, may I? museum. envelope has the addressee
Of course, Leticia. Go ahead. Which are the office hours? data as well as a return
Next week, our class will Monday to Friday, from 8:30 address. Then, we will ask the
organize an English language to 6 pm. postage fees and we will buy
festival. enough postage stamps to pay
that fee. We will put the letter
in the mailbox and thats it.

Examinar dilogos en los que se interpretan y enuncian expresiones de uso cotidiano; se comprenden
y enuncian expresiones para pedir y ofrecer ayuda o lo que se requiere o necesita por medio de otros;
se preguntan y ofrecen datos sobre el entorno inmediato, y se entiende e intercambia informacin sobre
servicios de la comunidad.
Participar en la lectura en voz alta de dilogos.
Reconocer expresiones de uso cotidiano, expresiones para pedir y ofrecer ayuda o lo que se requiere
o necesita por medio de otros, expresiones usuales para preguntar y ofrecer datos sobre el entorno inmediato,
y expresiones para intercambiar informacin sobre servicios de la comunidad.
Escribir expresiones de uso cotidiano en dilogos.
Completar por escrito dilogos con expresiones para pedir y ofrecer ayuda o lo que se requiera o necesite
por medio de otros.
Completar por escrito dilogos en los que se preguntan y ofrecen datos sobre el entorno inmediato.
Escribir preguntas y respuestas en las que se intercambia informacin sobre servicios de la comunidad.
26
Escuchar noticias sobre eventos de inters. Comprender y completar informacin en noticias
Identificar y expresar ideas principales en noticias. breves.
Localizar informacin a partir de preguntas (quin?,
qu?, cmo?, cundo?, dnde?, etctera).
Expresar opiniones sobre las noticias.
Estructura de noticias: pirmide invertida (respuestas a las preguntas crticas: who, what, where, when, how
y why).
Componentes textuales: ttulo, balazos, etctera.
Pronombres y adverbios interrogativos (who, what, where, etctera).
Conectores (so, either, when, while, etctera).
Adverbios (maybe, probably, ecttera).
Ejemplos sugeridos
Spectacular opening ceremony kicks off Beijing Olympic Games
The Olympic Games are officially underway after a dazzling opening ceremony in Beijing.
The Birds Nest Stadium was lit up by fireworks and a spectacular light show as an audience of 91,000 gathered
to celebrate the start of the games. [] It was the biggest and most expensive opening ceremony in Olympic
history, featuring a reported 30,000 fireworks, and is unlikely ever to be matched. [] The Olympic teams paraded
according to their place in the Chinese alphabet leaving Australia as one of the last arrivals for once []
The end of the torch relay produced a dramatic climax, as Chinas 1984 gymnastics superstar Li Ning flew up
into the rafters of the Birds Nest Stadium hoisted on wires, running around the rim as though space walking before
the torch he was carrying sent a blast of flame to light the giant torch which looks out over the city.
(Ann Gripper, 8/08/2008: http://www.mirror.co.uk/news/top-stories/2008/08/08/pictures-and-video-spectacular-

opening-ceremony-kicks-off-beijing-olympic-games-115875-20689166/. Fecha de consulta: 14 de febrero de
2011.)
Which was the venue for the Opening ceremony of the Beijing Olympic Games?
Did Australia enter the stadium as one of the first arrivals? Why?
I feel elated when I saw the photos in the newspaper of the Opening ceremony. I was listening to the radio and
commentarists said it was had been spectacular. I like sports and I think the Olympic Games show the best feats in
the sports world.
27
Examinar noticias sobre eventos de inters.
Sealar ttulo de la noticia, nombre del evento e ideas principales.
Proponer, de manera oral, preguntas y respuestas sobre la informacin contenida en una noticia de un evento
de inters.
Aclarar el significado de palabras nuevas con ayuda de un diccionario bilinge y/o del docente.
Completar, de manera oral y por escrito, palabras y enunciados contenidos en una noticia sobre un evento
de inters.
Escribir preguntas y respuestas sobre informacin contenida en una noticia sobre un evento de inters.
28
Formular y responder preguntas sobre contenido de Construir enunciados para responder invitaciones
cartas. en cartas.
Dar informacin sobre lugares, horarios y eventos
en cartas.
Elementos gramaticales: genitivo posesivo (por ejemplo, Jeans friend) y doble genitivo (por ejemplo,
a collegue of theirs).
Ejemplos sugeridos
Dear Elena,
The Music Club is organizing its annual party. As member of our support team, we invite you to celebrate with us
another year of success (do you remember the concert outside the town hall? I was speechless, then, because many
students from this area came to see us). The party will start at 6 pm at the clubroom. Please, feel free to come along
with as many friends of yours as you want. Karens mom and dad will bring food and chairs. Also, there will be a
DJ session that we hope to broadcast after dinner time (8 pm). It will last an hour. Please, do you think your friend
in the local newspaper could report on the party and the DJ session?
I look forward to hearing from you.
Love,
Jimena

Examinar cartas.
Leer en voz alta una carta.
firma, etc.) de una carta.
Responder preguntas orales sobre la informacin contenida en una carta (evento, lugar y horario).
Escribir enunciados para completar una carta de respuesta.
29
Escuchar y expresar mensajes en anuncios Identificar ideas principales e informacin especfica
y advertencias. en anuncios, advertencias y sealizaciones.
Forma verbal: imperativo.
Ortografa
Ejemplos sugeridos
Keep away
This area is within the habitat range of poisonous jellyfish. During the months from April to October, it is
dangerous to swim in these waters. Do not attempt to enter to water. Lifesavers will be patrolling the area to
watch upon swimmers the whole year. Do not expose your health or life.
Answer True or False to the following statements.

From April to July, swimming should not be attempted.
Lifesavers work only from April to July.
Music museum
As a tribute to our composers, the new Music Museum will be opened on Saturday, May 16th. A concert will
mark the opening of the museum at 11 am. Tickets will be sold from May 8th on. For more information, call
the numbers 555-666-77777 and 333-666-99999 or visit our webpage: localmusicmuseum.org.
30
Examinar mensajes en anuncios y advertencias.
Identificar, por su nombre y contexto, anuncios y advertencias.
Detectar y reconocer ideas principales e informacin especfica en anuncios y advertencias.
Leer en voz alta datos generales e informacin especfica en anuncios y advertencias.
Proponer, de manera oral, preguntas y respuestas sobre informacin contenida en anuncios y advertencias.
Completar, por escrito, anuncios y advertencias.
Plantear y responder, de manera oral, preguntas sobre ideas principales e informacin especfica en anuncios
y advertencias.
Completar, por escrito, palabras y enunciados en anuncios y advertencias.
Redactar y editar un anuncio o advertencia breve.
31
Compartir datos (nombre, edad, oficio Escribir preguntas y respuestas sobre datos,
o actividades), preferencias y/o animadversiones preferencias y/o animadversiones, y aspecto fsico,
(alimentos, colores, etc.) y aspecto fsico propios propios y de otros.
y de otros, con apoyo de modelos escritos. Escribir preguntas y respuestas para conocer
Describir actividades rutinarias y preguntar sobre stas. actividades rutinarias y experiencias personales.
Preguntar y responder sobre experiencias Completar dilogos escritos sobre expectativas,
personales. actividades rutinarias o experiencias personales.

Tiempo verbal: pasado, futuro.
what, where, etc.).
making, etc.), modales (would, may, etctera).
Ejemplos sugeridos
Well, today we welcome a new member to our class, so Ill give you a couple of minutes so that you can
talk a little bit about yourself.
Thank you, teacher. Hi, everyone! My name is Ricardo. My birthday is on July 8th. Im 13. Though not very
tall, Im a pretty good runner. Last year I participated in a local inter-school competition and I won 1st place.
I remember clearly the moment when I was delivered my gold medal. It was awesome. I dont like any
kind of violence and Im organizing an anti-bullying campaign in other schools around here.
What do you usually do after class?
I arrive home and eat. Then, I do the dishes and clean my room. Next, I do my homework and before
sunset, I train in the park located in front of my house.
What are your expectations for this course?
I hope to improve my English and to get along with everyone in my new school.
32
Examinar dilogos en los que se comparten datos personales, preferencias y/o animadversiones y aspecto
fsico, propios y de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares,
actividades rutinarias y experiencias personales.
Identificar expresiones sobre datos personales, preferencias y/o animadversiones y aspecto fsico, propios
y de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares, actividades rutinarias
y experiencias personales.
Representar los papeles de emisor y receptor en dilogos.
Completar de manera oral enunciados de dilogos sobre datos personales, preferencias y/o animadversiones
y aspecto fsico, propios y de otros.
Utilizar enunciados, previamente escritos, como modelo para expresar expectativas, deseos y propsitos sobre
circunstancias familiares y escolares.
Completar por escrito dilogos que expresen actividades rutinarias y experiencias personales.
Escribir preguntas y respuestas sobre datos personales, preferencias y/o animadversiones y aspecto fsico,
propios y de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares, actividades
rutinarias y experiencias personales.
33
Seguir la lectura de informacin sobre un tema de Escribir preguntas y respuestas para obtener
ciencias (seres vivos, fenmenos y/o sitios naturales). informacin sobre un tema de ciencias.
Formular y responder preguntas para obtener Organizar informacin sobre un tema de ciencias
informacin sobre un tema de ciencias. en un grfico.
Comprender ideas principales de informacin sobre Parafrasear enunciados sobre un tema de ciencias.
un tema de ciencias al escucharla.
Sinnimos.
Ortografa
Ejemplos sugeridos
Great Canyon
The Grand Canyon is a canyon shaped by the Colorado River located in Arizona, USA. The Grand Canyon is 446
km long and reaches a depth of over a 1.8 km. Temperatures vary throughout the year, with summer highs within
the Inner Gorge commonly surpassing 37 C. However, during winter minimum temperatures can sometimes fall
below -17 C along the canyons rim. With respect to flora, Grand Canyon has a dozen endemic plants. The fauna
that can be found in this area is quite varied. There are 33 crustacean species found in the Colorado River and its
tributaries within Grand Canyon National Park. There are also approximately 47 reptile species in that region. Six
rattlesnake species have been recorded in the park. The conifer forests provide habitat for 52 mammal species.
Raccoons, weasels, bobcats, gray foxes, and mountain lions are also present, but are much more rare. In recent
years, unfortunately, the Grand Canyon has suffered some problems with air pollution.
Which is the temperature range in the Grand Canyon?

In line 5, to what element refers its?

Examinar un texto ilustrado sobre un tema de ciencias.
Sealar y nombrar el ttulo, los prrafos y las imgenes.
Identificar, al escuchar, los nombres y las ideas principales relativas al tema de ciencias que aparecen en el texto.
Participar en la lectura en voz alta de un texto ilustrado sobre un tema de ciencias.
Aclarar el significado de palabras nuevas con ayuda de un diccionario y/o del docente.
Formular y responder preguntas, oralmente y por escrito, a partir de un texto ilustrado sobre un tema de ciencias.
Diferenciar la entonacin de preguntas y respuestas.
34
de 3o de Secundaria
Interpretar y enunciar expresiones de uso cotidiano. Escribir expresiones de uso cotidiano.
Comprender y enunciar expresiones para pedir Escribir expresiones para pedir y ofrecer ayuda
y ofrecer ayuda o formular sugerencias. o formular sugerencias.
Preguntar datos sobre el entorno inmediato Interpretar y escribir preguntas y respuestas para
y ofrecerlos (nombre, tamao, color, fechas, obtener datos sobre el entorno inmediato (nombre,
horarios, posiciones, direcciones, productos de uso tamao, color, fechas, horarios, posiciones,
cotidiano o de primera necesidad). direcciones, productos de uso cotidiano
Entender e intercambiar informacin sobre un servicio o de primera necesidad).
de la comunidad, a partir de modelos escritos.
Estructuras comparativas (por ejemplo, asas, morethan, etctera).
Formas verbales: subjuntivo.
Elementos gramaticales: preposiciones (in, about, on, etc.), adjetivos posesivos (my, your, etc.),
demostrativos (this, those, etc.), pronombres personales (I, you, me, her, us, etc.), pronombres
y adverbios interrogativos (who, what, where, when, etc.), adverbios (here, there, etctera).
Expresiones cotidianas (por ejemplo, saludo, cortesa, despedida).
35
Ejemplos sugeridos
Good afternoon to you all! I really need a rare book about Do you need that I buy
Howre you doing? literature, but I havent found something?
Fine, thanks. it and I asked my relatives and Yes, please. We dont have
Well, lets start. Please none of them has it. What do enough milk. Please bring
organize into teams of three. you think I could do? some. Also, there isnt any
Julieta, could you help to hand I suggest you borrow the book juice left. Bring a gallon. And
in these materials I have on from the library. fruit, we need a pound of
my desk? But I knew that they have strawberries and three pounds
Of course, teacher. I see these changed their premises and I of mango.
materials have a mark of two ignore their current location.
different colors. Its not far from here. I
Yes, please deliver the red recommend you take a bus to
ones to the teams on the left the Human Rights Office. Once
side of the classroom and the you get down, walk towards
blue ones to the teams on the the spiral tower to the right of
right. So, shall we start? the Office. Youll find a red
Yes, teacher. building with two torches in the
Ok, its 5:30 and this is a quick front yard. Thats the library.
activity so we shouldnt spend But I dont know how to get a
more than 10 minutes library card.
Its quite easy, take your school
ID and a proof of address. Fill
in the format they provide you
with in the library. They take
you a photo, you pay a fee and
Bobs your uncle!

Examinar dilogos en los que se interpretan y enuncian expresiones de uso cotidiano; se comprenden y
enuncian expresiones para pedir y ofrecer ayuda o hacer sugerencias; se preguntan y ofrecen datos sobre
el entorno inmediato, y se intercambia informacin sobre servicios de la comunidad.
Reconocer expresiones de uso cotidiano; expresiones para pedir y ofrecer ayuda o hacer sugerencias;
expresiones para preguntar y ofrecer datos sobre el entorno inmediato, y expresiones para intercambiar
informacin sobre servicios de la comunidad.
Escribir expresiones de uso cotidiano en dilogos.
Completar por escrito dilogos con expresiones para pedir y ofrecer ayuda o hacer sugerencias.
Completar por escrito dilogos en los que se preguntan y ofrecen datos sobre el entorno inmediato.
Escribir preguntas y respuestas en las que se intercambia informacin sobre servicios de la comunidad.
36
Escuchar noticias sobre eventos de inters. Comprender y escribir informacin en noticias
Identificar y expresar ideas principales en noticias. breves.
Comprender informacin especfica en noticias
a partir de preguntas (quin?, qu?, cmo?,
cundo?, dnde?, etctera).
Expresar opiniones sobre noticias.

Estructura de noticias: pirmide invertida (respuestas a las preguntas crticas: who, what, where, when,
how, why).
Componentes textuales: ttulo, balazos, etctera.
Pronombres y adverbios interrogativos ( who, what, where, etctera).
Conectores (por ejemplo, so, either, when, while).
Condicionales (por ejemplo, If she had knew that, she would have, If we werewe could).
Ejemplos sugeridos
Vienna Boys Choir to perform in S. F., Livermore
Performances on February 10 and 11.

Repertoire will include special arrangements of world music
One of the most sublime sonorities in the world is a choir composed of young males between the ages of about 9
and the beginning of puberty. Its an uncannily pure, sweet, rather flutelike timbre with barely a hint of vibrato.
Boys choirs date at least back to late medieval and Renaissance times, when music was becoming more complex
and polyphony was being developed. Musicians of the time found that the sound typically produced by boys
voices was perfect for the increasingly complicated threads of polyphonic music a style which requires that each
voice part be independently discerned from the whole.
[] the famed Vienna Boys Choir will provide us with opportunities in the Bay Area this coming week. The
typically sailor-suited young lads are scheduled to sing at 8 p.m. Feb. 10 at Grace Cathedral, 1100 California St., in
San Francisco and 8 p.m. Feb. 11 at the new, state-of-the-art Bankhead Theater, 2400 First St., in Livermore. Their
programs will be from their repertoire of Austrian folk songs and waltzes, classical masterpieces, beloved pop songs,
medieval chants and special arrangements of world music. (Taken, adapted and edited from Cheryl North, http://
www.mercurynews.com/music/ci_17251696?nclick_check=1, February 4th, 2011. Fecha de consulta: 15 de
febrero de 2011.)
Where will be the venue for the concert at Livermore?

Which are the main features of the boys voices?
I think its important that there exist children groups that promote culture with their activities. I really like any kind
of music, especially classical, and this kind of concerts give people the opportunity to have a different experience.
I think cultural authorities could invite this kind of groups and by making the concert in a public square, many
people could attend and enjoy a once-in-a-lifetime musical experience.
37
Examinar noticias sobre eventos de inters.
Sealar ttulo de una noticia, nombre del evento e ideas principales y especficas.
Proponer, de manera oral, preguntas y respuestas sobre una noticia de un evento de inters.
Aclarar el significado de palabras nuevas con ayuda de un diccionario bilinge y/o del docente.
Completar, de manera oral y por escrito, palabras y enunciados contenidos en una noticia sobre un evento
de inters.
Escribir preguntas y respuestas sobre informacin contenida en una noticia sobre un evento de inters.
Tiempo mnimo sugerido: 3-3.5 horas Tiempo estimado por el docente: _____ horas
38
Formular y responder preguntas sobre el contenido Leer y escribir textos epistolares.
de textos epistolares (carta, recado, nota, etctera).
Dar informacin sobre lugares, horarios y eventos
en textos epistolares.
Elementos gramaticales: genitivo posesivo (por ejemplo, Jeans friend), doble genitivo (por ejemplo, a
collegue of theirs), adjetivos compuestos (por ejemplo, good-looking, well-mannered), adverbios (por
ejemplo, tomorrow, before, after, etctera).
Ejemplos sugeridos
Fernando,
Please dont forget to feed the cat. I leave some cat food on the table. Also, remember to call back teacher Irene by
4 oclock.
Carla,
I am writing to you because of the letter I received last week asking me whether I was advisable to go to the
mountains or to the beach this summer. As a matter of fact, I prefer mountains, but I know it can be a little bit
exhausting, particularly if few people go along with you. I suggest you go to the beach. Remember to use lots of
sunscreen if you dont want to get sunburns. Also, be sure to follow all the directions by the lifesavers, particularly
if there is bad weather when you go. If you go, dont forget to bring me a postcard. However, remember this is only
a piece of advice and youre under no obligation to follow it.
Hope youre OK.
Hugs and kisses,

Geraldine
Why Geraldine advises Carla to use sunscreen?

Does Geraldine prefer beach to mountains?
39
Examinar textos epistolares.
Leer en voz alta un texto epistolar.
firma, etc.) de un texto epistolar.
Responder preguntas orales sobre la informacin contenida en un texto epistolar (evento, lugar y horario).
Escribir enunciados para completar un texto epistolar.
Redactar y editar un texto epistolar.
40
Escuchar y expresar mensajes en anuncios y Identificar ideas principales e informacin especfica
advertencias. en anuncios, advertencias y sealizaciones.
Comprender instrucciones para atender una Entender instrucciones para atender una situacin
situacin de emergencia. de emergencia mediante una lectura guiada.5
Formas verbales: imperativo.
Determinantes: cuantificadores.
Ortografa
Ejemplos sugeridos
Last days to register to the poetry contest!
If you are between 12 and 15, you can participate in the annual poetry contest. Deadline for submission of original
poems is April 4th. You can send them via e-mail to poetrycontest@contest.org or deliver them personally in our offices
located in 547 Winter Avenue. Dont forget to include your personal data (name, age, school, address, phone number
or e-mail address) either in a enclosed envelope or as a separate attachment if you send your poems via e-mail.
How to call an ambulance:
Take a deep breath to calm down.

Dial the emergency number.
Ask the operator for an ambulance. You must provide the following information: your location, the phone
number whence you are calling, your name and the reason why you need an ambulance.
Stay calm and follow all the directions given by the operator.
5
Consulte el glosario en los Programas de estudio 2011 del Ciclo 4.
41
Examinar mensajes en anuncios y advertencias.
Identificar, por su nombre y contexto, anuncios y advertencias.
Detectar y reconocer ideas principales e informacin especfica en anuncios y advertencias.
Leer en voz alta datos generales e informacin especfica en anuncios y advertencias.
Proponer, de manera oral, preguntas y respuestas sobre informacin contenida en anuncios y advertencias.
Completar, por escrito, anuncios y advertencias.
Plantear y responder, de manera oral, preguntas sobre ideas principales e informacin especfica en anuncios
y advertencias.
Completar, por escrito, palabras y enunciados en anuncios y advertencias.
Redactar y editar un instructivo para atender una situacin de emergencia.
42
Compartir datos (nombre, edad, oficio o Escribir preguntas y respuestas sobre datos,
actividades), preferencias y/o animadversiones preferencias y/o animadversiones y aspecto fsico,
(alimentos, colores, etc.) y aspecto fsico, propios propios y de otros.
y de otros, con apoyo de modelos escritos. Escribir preguntas y respuestas para conocer
Describir actividades rutinarias y preguntar sobre stas. actividades rutinarias y experiencias personales.
Compartir experiencias personales. Completar dilogos escritos sobre expectativas,
actividades rutinarias o experiencias personales.
Tiempo verbal: futuro.
what, where, etc.), verbos modales (would, may, etctera).
making, etc.).
Discurso directo e indirecto.
Ortografa
Homfonos (two/to; eight/ate, etctera).
Ejemplos sugeridos
So you have just moved to our neighborhood?
Yes, Im Daniel. Nice to meet you.
Nice to meet you, Im Alina. I saw you just a couple of hours ago carrying a football.
Yes, I play in a local football team. Im forward.
And have you played for long?
Well, Ive practiced since I was four. But only last year I was selected to play in a team. I happened just
by chance.
Seriously. Why?
Because it happened that I was practicing alone in the park, when a player got injured. The team captain
was desperate and I arrived and told him I could fill in as a substitute. He agreed and, well, here I am.
And do you like any other activities?
Yes, on weekends I am in a choir. I like to sing and our choir has been making steady progress. We hope
to perform in the public square really soon. Next time there is a recital Ill invite you.
Thanks, Ill be looking forward to it. Well, its been very nice to chat with you, but I have to go. Today is
Wednesday and usually I help my mom at the fruits stall. Ill see you around.
See you.
43
Examinar dilogos en los que se comparten datos personales, preferencias y/o animadversiones y aspecto
fsico, propios y de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares,
actividades rutinarias y experiencias personales.
Participar en la lectura en voz de dilogos.
Identificar expresiones sobre datos personales, preferencias y/o animadversiones y aspecto fsico, propios y
de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares, actividades rutinarias
y experiencias personales.
Representar los papeles de emisor y receptor en dilogos.
Completar de manera oral enunciados de dilogos sobre datos personales, preferencias y/o animadversiones
y aspecto fsico, propios y de otros.
Utilizar enunciados, previamente escritos, como modelo para expresar expectativas, deseos y propsitos sobre
circunstancias familiares y escolares.
Completar por escrito dilogos que expresen actividades rutinarias y experiencias personales.
Escribir preguntas y respuestas sobre datos personales, preferencias y/o animadversiones y aspecto fsico,
propios y de otros; expectativas, deseos y propsitos sobre circunstancias familiares y escolares, actividades
rutinarias y experiencias personales.
44
Seguir la lectura de informacin sobre un tema Escribir preguntas y respuestas para obtener
de ciencias (seres vivos, fenmenos y/o sitios informacin sobre un tema de ciencias.
naturales, funcionamiento de mquinas). Organizar informacin sobre un tema de ciencias
Formular y responder preguntas para obtener en un grfico.
informacin sobre un tema de ciencias. Reescribir informacin sobre un tema de ciencias.
Comprender ideas principales y algunos detalles Editar informacin sobre un tema de ciencias.
de informacin sobre un tema de ciencias
al escucharla.
Tiempo verbal: presente.
Ortografa
Ejemplos sugeridos
Lawn mowers
There is a type of lawn mower call rotary. They need a motor, which provides the energy to make the blade spin
fast enough to cut grass cleanly.
Most of those lawn mowers are based upon an internal combustion engine, which can use either gasoline and
oil or just gasoline. However, some rotary lawn mowers use electric motors powered by a cord, a rechargeable bat-
tery or even solar power.
The motor has throttle attached (usually on the handlebar). The function of the throttle is to keep fuel flowing to
the motor. If the throttle is released, the motor automatically stops. In some lawn mowers, the throttle makes pos-
sible to adjust motors speed.
The motor turns a vertical axle, which, in turn is attached to a large blade. The blade typically spins at 3000
revolutions per minute and slices the grass as it goes over it. Blade form can be either straight or curved, but the tip
of the blade at either end is the part that does the cutting.
(Adapted from: http://home.howstuffworks.com/lawn-mower1.htm. Fecha de consulta: 16 febrero 2011.)
Which can be the energy sources for a rotary lawn mower?

Mention two functions of the throttle in a lawn mower.
45
Examinar un texto ilustrado sobre un tema de ciencias.
Sealar y nombrar el ttulo, los prrafos y las imgenes.
Identificar, al escuchar, los nombres, las ideas principales y algunos detalles relativos al tema de ciencias que
aparecen en un texto.
Participar en la lectura en voz alta de un texto ilustrado sobre un tema de ciencias.
Aclarar el significado de palabras nuevas con ayuda de un diccionario y/o del docente.
Formular y responder preguntas, oralmente y por escrito, a partir de un texto ilustrado sobre un tema de
ciencias.
Diferenciar la entonacin de preguntas y respuestas.
Reescribir y editar informacin sobre un tema de ciencias.
46
Adems de los temas de reflexin especficos pecficas y a que cobren sentido. Por ejemplo,
que se refieren en las tablas, a continuacin Composicin de expresiones es un saber nece-
se enlistan aquellos que deben articularse con sario que ayuda a Escribir expresiones para pe-
los contenidos mencionados, porque contri- dir y ofrecer ayuda o formular sugerencias, o a
buyen a contextualizar las competencias es- Editar informacin sobre un tema de ciencias.
Temas de reflexin permanentes

Estructura, tema, propsito y destinatario de textos orales y escritos.
Componentes grficos y textuales.
Modalidad de comunicacin: presencial o a distancia.
Pistas contextuales: lenguaje no verbal (gestos, posturas del cuerpo, seas y movimientos, miradas), sonido
ambiental, relacin entre participantes, etctera.
Patrones de organizacin textual: listas, comparacin y contraste, etctera.

Caractersticas acsticas: volumen, tono, ritmo, pronunciacin, entonacin, fluidez.
Repertorio de palabras necesarias para esta prctica social del lenguaje.
Composicin textual (expresiones, enunciados, prrafos, etctera).
Semejanzas y diferencias entre lengua materna e ingls.
Tipo de enunciados: declarativos, interrogativos.
Tiempos verbales.
Formas verbales: modales, verbos compuestos, auxiliares.
Particularidades sintcticas del ingls (pronombre it, enunciados con like, ausencia de pronombre relativo,
etctera).
Diferencias lxicas y sintcticas entre variante britnica y estadounidense (concordancia de sustantivos
colectivos, estructuras de posesin, etctera).
Ortografa
Diferencias entre sonidos y letras en lengua materna e ingls.
Escritura convencional de palabras: sin adiciones, transposiciones, reemplazos o supresiones.
Maysculas y minsculas.
Puntuacin.
Grupos de letras poco frecuentes o ausentes en lengua materna.
Contraste entre variante britnica y estadounidense (-our/-or, -ise/-ize, -re/-er, etctera).
47
Introduccin al PNIEB
L as prcticas sociales del lenguaje son las

mismas para los tres grados del Ciclo 4;
sin embargo, existen variaciones, tanto en el gra-
secuencia, los contenidos de las prcticas del
bloque 1 se habrn abordado, por lo que una
vez que inicien el trabajo con el PNIEB, ste
do de complejidad y la profundidad como en el les ser familiar. Adems, para facilitar la in-
tipo de contenidos programticos derivados de corporacin de los alumnos a los programas
las Competencias especficas. Para trabajar de estudio, es conveniente tomar en cuenta las
con estas variaciones, el docente puede elegir la siguientes consideraciones:
prctica del bloque 2 con la que desea comen-
zar en el grado correspondiente; la del am- Atender el desarrollo de habilidades co-
biente acadmico y de formacin: Compren- municativas de tipo receptivo en las prc-
der y escribir instrucciones, o la del ambiente ticas sociales del lenguaje.
Familiar y comunitario: Interpretar y expresar Expandir el trabajo de lectura con textos
informacin difundida en diversos medios de literarios.
comunicacin. Tomar en cuenta que los temas de reflexin
Respecto a la prcticas del bloque 1: Com- son cclicos a lo largo de las competencias
prender y expresar informacin sobre bienes y especficas, por lo que existen varias opor-
servicios y Leer y comprender diferentes tipos tunidades para trabajarlos de manera con-
de textos literarios propios de pases en los que textualizada.
se habla lengua inglesa, los haceres y sabe- Acentuar el desarrollo de los contenidos
res que las constituyen se incluyen, en esta gua, del ser (interculturalidad, actitudes, valo-
para los tres grados, aunque con un matiz dis- res, trabajo colaborativo, etc.) que no se-
tinto de complejidad y profundidad. En con- han abordado.
48
Anexo. Formato de planeacin
Competencias especficas Competencias especficas
Temas de reflexin
Especficos
Permanentes
Textos
Tiempo estimado por el docente: _______ horas
49
National English Program
in Basic Education Second Language: English
Leveling Guide Cycle 4

Academic support for English language teachers
In-class testing stage

Presentation
he regulating principles established by Article third of the Con-

stitution, as well as the educational transformation encouraged
by the 2007-2012 National Development Plan (Plan Nacional
de Desarrollo) and the objectives outlined in the 2007-2012Education Sec-
tor Program (Prosedu: Programa Sectorial de Educacin) have established the
leading basis to provide direction and sense to the actions in public educa-
tion policies in Mexico for the coming decades.
Within this framework, and based on the attributions granted by the Gen-
eral Law of Education (Ley General de Educacin), the Secretariat of Public
Education(Secretara de Educacin Pblica) proposed as one of Prosedus fun-
damental objectives to be achieved by 2012 to raise the quality of educa-
tion so that students improve their level of educational achievement, have a
means of accessing to a better well-being and thus, contribute to the national
development.1 The main strategy for attaining such objective in Basic Educa-
tion is to carry out an Integral Reform in Basic Education, focused on the adop-
tion of an educational model based on competencies that corresponds to the
developmental needs of Mexico in the XXI century,2 envisaging a greater ar-
ticulation and efficiency among preschool, elementary and secondary school.
Prosedu has also established that the criteria for quality improvement
in education must be applied to teacher training, the updating of curricula
and syllabus contents, pedagogical approaches, teaching methods, and di-
dactic resources.3 Simultaneously, Unesco4 has indicated thateducational
1
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.
2
Ibidem, p. 24.
3
Ibidem, p. 11.
4
J. Delors et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional
sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
51
systems are to prepare students in order to face the new challenges of a glo-
balized world, in which the contact among multiple languages and cultures
becomes more and more common every day. In this context, the educa-
tional system is compelledto help students understand the diverse cultural
expressions in Mexico and the world.
It is from this perspective that the Secretariat of Public Education acknowl-
edges the necessity to incorporate English as a subject to the curricula of pre-
school and elementary education, as well as to make suitable adjustments to
the English subject curricula in secondary school, with the purpose of articu-
lating the teaching of this foreign language in the three levels of Basic Edu-
cation. By means of this articulation, it is expected that by the time students
complete their secondary education, they will have developed the necessary
plurilingual and pluricultural competencies to successfully face the communi-
cative challenges of a globalized world, build a broader vision of the linguistic
and cultural diversity at a global level, and thus, respect their own culture as
well as that of others.
In order to carry out the actions that enable the articulation of English
teaching, the Secretariat of Public Education has implemented the National
English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional
de Ingls en Educacin Bsica) from which syllabuses for the three levels of
Basic Education are derived. Such syllabuses are devised based on the align-
ment and standardization of national and international standards, the selec-
tion of criteria for teacher training, the establishment of guidelines for the
design and evaluation of educational materials, as well as the certification of
English language proficiency.
One of the above actions is to organize national academic meetings to
strengthen English teachers, in order to provide them with information and
technical-pedagogical instructions, aiming at contributing to the necessary
measures to be taken for the implementation and generalization of the
corresponding four-cycle syllabuses in the National English Program in Basic
Education.
Secretariat of Public Education
52
Introduction
T he National English Program in Basic

Education (NEPBE) incorporates the 3rd
grade of Preschool as well as the six gra-
along with the materials that accompany the im-
plementation of the NEPBE in its in-class testing
stage. Its purpose is to offer the teacher:
des of Elementary school to its in-class tes-
ting stage for the 2011-2012 school year. A list of basic curricular contents desig-
This implies that most students, no matter ned to be covered throughout a month
the school grade they incorporate into, will and a half as a minimum, allowing the
attend the NEPBEs English language subject students of first, second and third grades
for the first time. of secondary to attain the achievements
This situation represents two different cha- established in the NEPBE syllabuses they
llenges for elementary school teachers. The did not attend, as well as to begin the
first one is to generate proper conditions for application of the syllabuses contents ac-
the NEPBEs syllabuses, so they can operate cording to the corresponding secondary
equally and with quality in all schools nation- grade as soon as possible. This will gua-
wide. The second is to ensure that students can rantee the fulfillment of the established
fulfill the purposes for each of the NEPBE cycles purposes and achievement levels by the
(and consequently, the achievement levels esta- end of Cycle 4.
blished for each) even though they had not at- A set of teaching guidelines and conside-
tended the English language subject in the grade rations that teachers should take into ac-
or grades prior to the 2011-2012 school year. count when beginning with the teaching
Because of the former reasons, a leveling gui- of the NEPBE syllabuses.
de for Cycle 4 has been designed and is included
53
Structure of the Leveling Guide
T his guide includes six sections: Purpose

of English Language Teaching for Cycle 4,
Teaching Guidelines, Basic Leveling contents of
The Teaching guidelines are intended to
help teachers in the teaching of the leveling
contents. They consist of a group of methodo-
1st Secondary school, Basic Leveling contents logical strategies that are characterized for
of 2nd grade Secondary school, Basic Leveling being unrestrictive, which allows teachers to
contents of 3rd grade Secondary school and either use them or the methodology which, in
Introduction of the NEPBE, and an Appendix his or her own experience, he or she considers
which includes a suggested planning format most appropriate to the needs, characteristics,
for the teacher. and interests of his or her students.
Purpose of English Language Teaching The Basic leveling contents for 1st, 2nd, and
for Cycle 4 correspond to those established 3rd grades of Secondary school were defined
in the NEPBE syllabuses and their incorpora- based on the syllabuses for Cycle 4 and the
tion has the objective of providing teachers achievement levels established in them. As it
with basic foundations which, along with has been stated, they intend to teach in a short
their teaching experience and the particu- period of time the basic contents of the NEPBE
lar characteristics of the group, allow him or not studied in the previous grade or grades.
her to choose the sequence and depth with For this reason, the leveling contents are diffe-
which the leveling contents of this guide are rent from the curricular contents of the NEPBE,
to be covered. In this way, it will be guaran- which are distributed into social practices with
teed that students obtain, throughout the first the language. Therefore, they are organized in
two months (20 hours of class) of the school the following way:
year 2011-2012, the knowledge required to
work with the NEPBE syllabuses of the grade in Listening comprehension and oral ex-
which they currently are, and to reach, by the pression contents: listening/speaking.
end of 3rd grade of secondary, the achieve- Reading comprehension and written ex-
ment levels that correspond to Cycle 4. pression contents: reading/writing.
54
Reflection topics. These contents are clas- fy or expand, depending on his or her planning,
sified into two groups: a) Specific, which the characteristics of his or her students and the
correspond to concepts, features, cha- diverse variations and conditions which influen-
racteristics and elements of the oral and ce the organization of his or her work in the
written language, specific of each speci- classroom. It is with this purpose that blank spa-
fic competency; and b) General, which ces are provided so the teacher may write down
correspond to a concepts and features his or her own methodological considerations
of oral and written texts, common to all and estimated teaching hours it will take to work
Cycle 4 leveling contents in 1st, 2nd and 3rd with the leveling contents.
grades of Secondary school. Finally, a section called Introduction to
the NEPBE is presented, where the contents of
It is important to notice that, if missing a so- this guide are described in relation to the ini-
cial environment of the language, the leveling tial work particular to the syllabuses for Cycle
contents lack the dynamic aspects that characte- 4, as well as an Appendix, which can be re-
rize the social practices of the language. For this produced by the teacher. It includes a format
reason, this guide offers examples and teaching that aims at demonstrating the several ways
hours to teach the contents only as suggestions in which teachers can plan and organize the
which the teacher should adapt, change, simpli- contents of this guide.
55
Purpose of English
Language Teaching for Cycle 4
T he purpose of English language teaching

for Cycle 4 in basic education (1st, 2nd
and 3rd grades of Secondary school) is for
Adapt their language to unexpected com-
municative needs.
Recognize and respect differences bet-
students to consolidate their proficiency in ween their own culture and the cultures
English language in basic communicative si- of English-speaking countries.
tuations and develop specific competencies Express some judgments and opinions
particular to social practices of the language about topics of their own interest or rela-
within a range of communicative situations, ted to their everyday reality.
in wich they understand and produce, in a Use appropriate registers in a variety of
general way, oral and written texts about di- communicative situations.
fferent topics. At the end of this cycle, stu- Identify cohesive devices to understand
dents are expected to: the relationship between the parts of a
statement or text.
Identify the main idea and some details Edit their own or their classmates writings.
from a variety of oral and written texts by Use appropriate grammar, spelling and
using their knowledge of the world. punctuation conventions.
Understand and use information from di- Participate in formal communicative si-
fferent text sources. tuations.
Produce short and conventional texts that Keep communication flow, identify break-
respond to personal, creative, social and downs and use strategies to repair it when
academic purposes. required.
56
Teaching Guidelines
T he following guidelines are given to

teach the contents in this guide:
the English language subject in the pre-
vious grades, they can successfully fulfill
the purposes of Cycle 4.
Get to know the group of students in or- Based on the previous information, select
der to determine their interests, their pre- the order in which the contents will be
vious knowledge about language in ge- taught, as well as the teaching hours de-
neral, and about the English language in dicated to each one, considering the total
particular, as well as other characteristics of hours suggested to the leveling plans,
which might influence their development as well as the needs of the group.
throughout the course of the leveling ses- Read and analyze the examples provided
sions. in this guide for the teaching of contents.
Read and understand the syllabuses of Take into account that these only repre-
Cycle 4 corresponding to the 1 , 2
st nd
and sent one of the many ways in which they
3 grades of Secondary school in order to
rd
can and should be taught. Therefore, the
provide continuity to the work in this gui- teacher should be aware that they are in
de. The syllabuses are the referent used to no way designed to rule the planning and
answer any questions about the contents organization of the work in the classroom,
in this guide, as well as to offer sugges- which means they might need to be broa-
tions to teach them. It is also convenient dened or adjusted, depending on the ne-
to examine the achievements in order to eds of the students. It is important to men-
recognize what is expected from the le- tion that, in the case of literary texts (songs,
veling sessions, as well as the doing whit short stories, legends, etc.), it was only
the language and knowing about the lan- possible to present fragments of the texts;
guage that students need to learn or stren- however, it is expected that students par-
gthen so that, even if they did not attend ticipate in the reading of complete texts.
57
Since for many students this may be the is impossible to consider all texts in which
first time to be in contact with the English vocabulary can be taught
language in a school environment, the Consider the convenience of using the su-
examples should be given mainly orally, ggestions provided to teach the contents.
and later on, through written texts. These do not appear in any specific order
Select, from the specific and general topics and can be used to teach one or several
for reflection, only those that are relevant specific competences.
to the contents. It is important to notice that Assess the progress and achievements
the reflection topics should not be the focus of students, as well as changes or ad-
of attention in the leveling practices, since justments to the components in the tea-
they do not promote the acquisition of the ching practice. Even though assessment
necessary skills to achieve the objectives for results in promotion, it is expected to be
Cycle 4. This guide does not include lists of used essentially with formative purposes.
vocabulary nor teaching strategies, since it
58
Basic leveling contents
of 1st grade Secondary school
Listening/speaking Reading/writing
Exchanging expressions of greeting, farewell and Writing down expressions of greeting, farewell and
courtesy. courtesy.
Understanding and saying expressions to request or Participating in the writing of expressions to ask or
provide help, or whatever is required or necessary provide help, or what is required or necessary from
from others. others.
Asking for, and offering information about, students Writing down questions and answers to obtain
immediate context (dates, schedules, object information about the immediate context (dates,
positions). schedules, position of objects).
Specific topics for reflection
Phonic, syntactic and semantic aspects of the texts
Accoustic features: tone, intonation, etc.
Types of sentences (declarative, interrogative, etc.).
Verbal forms: modal (shall, would, could, etc.), phrasal verbs, imperatives.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demonstratives (this, those, etc.),
personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), adverbs (here, there, etc.).
Everyday life expressions (greeting, courtesy and farewell).
Suggested examples
Example 1 Example 2 Example 3
Good morning, Esteban. How My sister has broken her Good afternoon, everyone.
are you? broom and she needs another. Lets start our activity. Make a
Fine, thank you. I see youre Where can she find one? circle with your chairs so we
carrying so many books, Why, in the market. can see each other.
where are you taking them? We just arrived yesterday here, Teacher, we havent written
I have to return them to the and we dont know where the the date yet.
library. But Im rather in a market is. Youre right, Paulina. So,
hurry, because I also have to Its 4 blocks away from your Vctor, what date is today.
relay a message to our teacher. home. Leave towards the Today is Thursday, April 7th.
I could lend you a hand. Ill convenience store, then take Thanks. And now were ready
take the books to the library, a left. Walk two blocks and to begin. Its 4:15, and I think
while you talk to our teacher. then take left once again. The we can finish this activity in
Seriously? Thank you very market is in front of the fire some 35 minutes.
much. station.
Youre welcome.
59
Example 4 Example 5
Fresh and juicy apples! Here. Now, open your books on
The best fruit in town! page 30.
How much does the kilo cost? Teacher, I think Ive forgotten
The red ones, 2; and the my pen and pencil.
green ones, 225p. Dont worry, Agustn. You can
take a pen from the ones I
have on my desk and there is
a pencil can on the table at
the rear of the classroom.
Teachers examples
Teaching suggestions
Exploring and modeling short dialogues in which daily expressions, expressions used for asking and receiving
help and offering information about immediate surrounding are used, with the help of visual aids
and non-verbal language.
Participating in the reading aloud of dialogues and recognize everyday expressions, and expressions used to
ask for information about the immediate surroundings (name, size, color, date, time, location for objects and
places, addresses and basic needs products).
Identifying expressions used to ask and receive help, to get what is wanted or needed.
Playing transmitter and intended audiences roles.
Writing down daily life expressions in short dialogues.
Participating in the writing of words and sentences in dialogues in which information about the immediate
surrounding is given and received.
Completing short dialogues by writing expressions to get and receive help, what is wanted or needed.
Teachers suggestions
Minimum time suggested: 4-5 hours Time suggested by the teacher:___ hours
60
Listening to news about events of interest. Writing information that was heard in/extracted from
Identifying and expressing main ideas in news. the news.
Finding information through questions (who?, what?,
how?, when?, where?, etc.).
Features and types of oral and written texts
News structure: inverted pyramid (answers to the questions who, what, when, where, how and why).
Sounds, pauses and sound effects.
Graphic components: photographs, typography, graphics, etc.
Question words (who, what, where, etc.).
Suggested examples
February 7, 2011.
Dudamel and LA Phil announce their 2011/12 season
Gustavo Dudamel and the LA Philharmonic today announced their 2011/12 season []. In the upcoming season,
he will conduct the LA Phil in 14 weeks of subscription concerts that include two LA Phil commissions, both of
which are world premieres, plus a concert as part of the Green Umbrella new music series that includes an LA Phil
commission and world premiere. []
Over the course of the season, Dudamel will conduct all nine Mahler Symphonies with the Los Angeles
Philharmonic and the Simn Bolvar Symphony Orchestra of Venezuela both in Los Angeles and in Caracas.
(Tomado y editado de http://www.gustavodudamel.com/news. Fecha de consulta: 14 febrero 2011.)
Who will conduct the Los Angeles Philharmonic?

Where will Dudamel conduct Mahler Symphonies?
When did Dudamel and the LA Phil announced their 2011/12 season?
Teachers examples
Teaching suggestion
Exploring spoken and written news on a topic of interest.
Identifying an event of interest by its name.
Identifying and recognizing general data (name, place, date, participants, etc.) and qualities of an event.
Distinguishing the main ideas in the event of interest.
Presenting and answering, in written and oral form, questions concerning an event (who? what? how? when?
where?, etc.).
Reading the event information out loud.
Minimum time suggested: 3-3.5 hours Time suggested by the teacher:___ hours
61
Answering questions about letters. Distinguishing structure of letters.
Orally, completing sentences about places, Making sentences to reply to invitations received by
schedules and events in letters. letter.
Reading letters out loud.
Letters structure: greeting, message, farewell.
Text components: place and date, receiver, signature, etc.
Grammar: possessive genitive (e. g., Jeans friend) and double genitive (e. g., a colleague of theirs).
Suggested examples
Dear Patty,
I hope youre well. As you know, next week is my birthday and Im organizing a party. It will start at 4pm next
Thursday. Youll find a drawn map with the directions to get to my house at the end of this letter. Everything is
already planned, but if you want to bring some snacks or refreshment, its OK. A friend of mine is bringing some
CDs with music and if you want something special, dont hesitate to bring it. If you want to contact me this week,
Ill be at my grandmas, but you can call me on my mobile.
Love,
Cecilia.
P. S. Im keeping my big brothers cat at home while hes abroad. Hope youre not allergic to cat hair.
What event is Cecilia organizing?

Where will the party be held?
At what time will the party start?
Teachers examples
Exploring letters.
Reading a letter out loud.
Identifying the structure (greeting, message, farewell) and textual components (place and date, receiver,
signature, etc.) of a letter.
Answering oral questions about the information within the letter.
Writing sentences to complete a reply letter.
Minimum time suggested: 4 hours Time suggested by the teacher:___ hours
62
Listening to and completing messages in Identifying specific information (name, date, place,
advertisements and signs. etc.) in advertisements and signs.

Comparison of words, sounds and letters between native language and English.
Mechanics of writing
Abbreviations (Ave.-avenue, St.-street, etc.).
Typographic resources (e. g. @, , , $, etc.).
Suggested examples
Town junior council members election
Election of the two junior council members will be held on Sunday, January 14th at the History Museum, from 10
to 16 hours. If you want to participate, sign up at the Principals office in your schools. Principals should send the
candidates list by no later than December 3rd.
From this point on, only people with their ID will be received. Please register at the front desk before entering.
We remind you that it is forbidden to enter to the premises with any kind of electronic devices. Use the keyless
lockers in the basement to store any such items.
Where can electronic devices be stored?

Are people allowed to enter without ID?
Where will the election be held?
Which is the deadline for principals to send the candidates list?
Teachers examples
Exploring advertisements and signs.
Identifying, by name and context, advertisements and signs.
Detecting and recognizing general data and specific information in advertisements and signs.
Completing, in a written way, advertisements and signs.
Presenting and answering questions about general data and specific information on advertisements and signs.
63
Interpreting and asking questions and answers to Writing questions and answers about personal
get personal information (name, age, occupation or information, preferences, and ones own and others
activities), preferences (food, colors, etc.) and ones physical appearance, with the help of visual aids.
own and others physical appearance. Participating in the writing of questions and answers
Talking and asking about expectations, wishes, to find out familiar and/or school expectations,
purposes and intentions about familiar/or school wishes, purposes and intentions.
situations. Writing questions and answers about daily routines
Talking and asking about daily routines. and personal experiences.
Asking and answering information about personal Completing written dialogues about expectations,
experiences. daily routines and personal experiences, with the
help of visual aids.
Verb tense: past, future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.).
Verb forms: infinitives (to read, to see, etc.), auxiliaries (do, did, have, etc.), gerunds (running, making,
etc.), modals (would, may, etc.).
Suggested examples
So, as its our first day of class, I hope my sister could help What was your best action
what about if we introduce me with house chores this towards another person when
ourselves? Lets start with you. weekend. Maybe she will be you were in elementary
My name is Luca. Im 12 willing if to do so, if I help school?
years old. My father is a baker to clean her room during the Once I saw that people had
and my mother is a tailor. I week. I usually wake up at 6, trouble crossing the Verdi
like really spicy food. I like to so I can sweep and mop my avenue, because there was
play basketball and baseball room, but I think I can wake no bridge. I decided to give a
half an hour earlier to have solution to that problem and I
time to clean her room. wrote a letter to the authorities
Why do you need her asking for a bridge to be
assistance? built. I collected signatures
Because I want to go camping, to support my request. Three
but I cannot go unless I have months later, the bridge was
finished my set of house finished. I felt very happy
chores. because I had helped other
people to be safe.
Ejemplos del profesor
64
Exploring dialogues in which information about personal data, preferences and daily routines is given;
expectations, wishes, purposes and intentions about familiar and school situations, physical features of ones
own and others.
Participating in the out loud reading of dialogues.
Identifying expressions with personal data, preferences, daily routines; expectations, wishes, purposes and
intentions about familiar and school situations, physical features of ones own and others.
Playing transmitter and intended audience roles.
Completing, in a written and oral manner, sentences in dialogues about personal data, preferences and daily
routines; expectations, wishes, purposes and intentions about familiar and school situations, physical features
of ones own and others.
Writing down questions and answers about personal data, preferences and daily routines; expectations,
wishes, purposes and intentions about familiar and school situations, physical features of ones own and others.
65
Following the reading of a science-related topic (live Writing questions and answers to get information
beings, natural phenomena). about a science-related topic.
Asking and answering questions about a science- Using a graph to organize information about a
related topic. science-related topic.
While listening, finding information about a
science-related topic.
Graphic components: title, text and images.
Question words (how, what, which, etc.).
Verb tense: present.
Conventional writing of words (no substitutions, additions or omissions).
Suggested examples
Human brain
The human brain is the center of the human nervous system. It is enclosed by the cranium, and it is over three
times as large as the brain of a typical mammal with an equivalent body size. The human brain has been estimated
to contain 50-100 billion neurons. Its average weight is approximately 1.5 kg. It consists of two hemispheres, each
one of which is divided in four lobes. Left and right brain hemispheres control the opposite body part: right.
Hemisphere interacts with the left side of the body and vice versa. However, mental abilities are not absolutely
separated into only one of the hemispheres. The brain is the greatest energy user of human body: it requires as
much as 20 per cent of the energy generated. It was believed that human beings were born with all the brain cells
that they would ever had, but recent research has shown that new neurons can be generated.
How do brain hemispheres control the body?

In line 9, what do they refer to?
Teachers examples
66
Exploring an illustrated text about a science-related topic (live beings, natural phenomena).
Identifying and name title, paragraphs, illustrations and graphics.
Identifying, while listening, names and characteristics of a science-related topic.
Reading out loud an illustrated text about a science-related topic.
Clarifying the meaning of new words with a bilingual dictionary and/or teachers help.
Writing and reading out loud questions and answers on a science-related topic.
Organizing information about a science-related topic into a graph.
67
of 2nd grade Secondary school
Interpreting and saying expressions of greeting, Writing greeting, farewell and courtesy expressions.
farewell and courtesy. Participating in the writing of expressions to ask or
Comprehending and saying expressions to request provide help, or whatever is required or necessary
or provide help, or whatever is required or from others.
necessary from others. Writing down questions and answers to obtain
Asking for and offering information about the information about their immediate context (name,
immediate context (dates, schedules, object size, color, dates, schedules, object positions,
positions, addresses, basic need items). addresses, basic need items).
Understanding and exchanging information about
public services with the help of written models.
Types of sentences (declarative, interrogative, etc.).
Verb forms: modal (can, need, have to, etc.), phrasal verbs, imperatives.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demostratives (this,
those, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), adverbs
(here, there, etc.).
68
Suggested examples
Good morning. Could you Just three minutes ago, We need to send this letter,
please stand up and follow someone asked me if I knew can anyone look after that?
me orderly to the school where the bank was, but I Yes, I will take it to the post
grounds. You are to take notes answer that I couldnt help, office.
about what you see in your since I didnt know. It was Big sis, can I tag along with
surroundings. You will have quite embarrassing, you know. you? I dont know how to send
three minutes. Then, we are Oh, man. I will tell you a letter. What will we do once
going to come back and share again: the bank is the big red we arrive to the post office?
our results. building past the hospital. Youll see its very easy. First,
Teacher, I have a notice to give It is in front of the old city we have to check that the
to my classmates, may I? museum. envelope has the addressee
Of course, Leticia. Go ahead. Which are the office hours? data as well as a return
Next week, our class will Monday to Friday, from 8:30 address. Then, we will ask the
organize an English language to 6 pm. postage fees and we will buy
festival. enough postage stamps to pay
that fee. We will put the letter
in the mailbox and thats it.
Teachers examples
Exploring dialogues in which daily life expressions are used and interpreted; understood and used to ask and
offer help, what is wanted or needed by means of others; data on immediate surrounding is asked and offered,
and information on public services is exchanged and understood.
Participating in the reading aloud of dialogues.
Recognizing daily life expressions, such as the ones used to ask and offer help, what is wanted or needed by
means of others; usual expressions to ask and offer information on immediate surroundings, and expressions
used for the exchange of information about public services.
Writing down daily life expressions in dialogues.
Completing dialogues by writing expressions used to ask and offer help or what is wanted or needed by means
of others.
Completing dialogues by writing questions and offer information about the immediate surroundings.
Writing questions and answers in which information about public services is exchanged.
69
Listening to news about events of interest. Understanding and completing information in short
Identifying and expressing main ideas in the news. news.
Finding information through questions (who?, what?,
how?, when?, where?, etc.).
Expressing opinions about the news.
News structure: inverted pyramid (answers to the questions, who, what, when, where, how, and why).
Text components: title, bullets, etc.
Connectives (so, either, when, while, etc.).
Adverbs (maybe, probably, etc.).
Suggested examples
Spectacular opening ceremony kicks off Beijing Olympic Games
The Olympic Games are officially underway after a dazzling opening ceremony in Beijing.
The Birds Nest Stadium was lit up by fireworks and a spectacular light show as an audience of 91,000 gathered to
celebrate the start of the games. [] It was the biggest and most expensive opening ceremony in Olympic history,
featuring a reported 30000 fireworks, and is unlikely ever to be matched. []The Olympic teams paraded accor-
ding to their place in the Chinese alphabet leaving Australia as one of the last arrivals for once []
The end of the torch relay produced a dramatic climax, as Chinas 1984 gymnastics superstar Li Ning flew up
into the rafters of the Birds Nest Stadium hoisted on wires, running around the rim as though space walking before
the torch he was carrying sent a blast of flame to light the giant torch which looks out over the city.
(Ann Gripper, 8/08/2008: http://www.mirror.co.uk/news/top-stories/2008/08/08/pictures-and-video-spectacular-

opening-ceremony-kicks-off-beijing-olympic-games-115875-20689166/. Date of consult: February 14th, 2011.)
Which was the venue for the Opening ceremony of the Beijing Olympic Games?
Did Australia enter the stadium as one of the first arrivals? Why?
I feel elated when I saw the photos in the newspaper of the Opening ceremony. I was listening to the radio and
commentators said it had been spectacular. I like sports and I think the Olympic Games show the best feats in the
sports world.
Teachers examples
70
Exploring news on a topic of interest.
Indicating title, name of the event and main ideas in the news report.
Proposing, in an oral manner, questions and answers about the information within the news report on the topic
of interest.
Completing in an oral and written manner, words and sentences found in the news report on an event of
interest.
Writing questions and answers about the information within the news report on the event of interest.
71
Making questions about letters and answering them. Building sentences to reply to invitations in letters.
Giving information about places, schedules and
events in letters.
Grammar: possessive genitive (e. g., Jeans friend) and double genitive (e. g., a colleague of theirs).
Suggested examples
Dear Elena:
The Music Club is organizing its annual party. As member of our support team, we invite you to celebrate with us
another year of success (do you remember the concert outside the town hall? I was speechless then, because many
students from this area came to see us). The party will start at 6 pm at the clubroom. Please, feel free to come along
with as many friends as you want. Karens mom and dad will bring food and chairs. Also, there will be a DJ session
that we hope to broadcast after dinner time (8 pm). It will last an hour. Please, do you think your friend in the local
newspaper could report on the party and the DJ session?
I look forward to hearing from you.
Love,
Jimena
Teachers examples
Exploring letters.
Reading a letter out loud.
signature, etc.) of a letter.
Answering oral questions about the information within the letter (event, time and place).
72
Listening to and expressing messages in Identifying main ideas and specific information in
advertisements and signs. advertisements and signs.

Comparison of words, sounds and letters between the native language and English.
Verb form: imperative.
Typographic resources (e. g., @, , , $, etc.).
Suggested examples
Keep away
This area is within the habitat range of poisonous jellyfish. During the months from April to October, it is
dangerous to swim in these waters. Do not attempt to enter to water. Lifesavers will be patrolling the area to
watch upon swimmers the whole year. Do not expose your health or life.
Answer True or False to the following statements.

From April to July, swimming should not be attempted.
Lifesavers work only from April to July.
Music museum
As a tribute to our composers, the new Music Museum will be opened on Saturday, May 16th. A concert will
mark the opening of the museum at 11 am. Tickets will be sold from May 8th on. For more information, call
the numbers 555-666-77777 and 333-666-99999 or visit our webpage localmusicmuseum.org.
Teachers examples
73
Exploring advertisements and signs.
Identifying, by name and context, advertisements and signs.
Detecting and recognizing general data and specific information in advertisements and signs.
Reading out loud general data and specific information on advertisements and signs.
Proposing, in an oral manner, questions and answers on information contained in advertisements and signs.
Completing, in a written way, advertisements and signs.
Presenting and answering, in an oral manner, questions about main ideas and specific information on
advertisements and signs.
Completing, in a written way, words and sentences in advertisements and signs.
Writing and checking a brief advertisement of signs.
74
Share personal information (name, age, occupation Write questions and answers about personal
or activities), likes and dislikes (food, colors, etc.) information, preferences, and ones own and others
and ones own and others physical appearance, physical appearance, with the help of visual aids.
with written models. Participate in the writing of questions and answers to
Express and ask about expectations, wishes, find out familiar and/or school expectations, wishes,
purposes and intentions about familiar/or school purposes and intentions.
situations. Write questions and answers about daily routines
Describe and ask about daily routines. and personal experiences.
Ask and answer information about personal Complete written dialogues about expectations,
experiences. daily routines and personal experiences, with the
help of visual aids.
Verb tense: past, future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.).
Verb forms: infinitives (to read, to see, etc.), auxiliaries (do, did, have, etc.), gerunds (running, making, etc.),
modals (would, may, etc.).
Suggested examples
Well, today we welcome a new member to our class, so Ill give you a couple of minutes so that you can
talk a little bit about yourself.
Thank you, teacher. Hi, everyone! My name is Ricardo. My birthday is on July 8th. Im 13. Though not
very tall, Im a pretty good runner. Last year I participated in a local inter-school competition and I won
1st place. I remember clearly the moment when I was delivered my gold medal. It was awesome. I dont
like any kind of violence and Im organizing an anti-bullying campaign in other schools around here.
What do you usually do after class?
I arrive home and eat. Then, I do the dishes and clean my room. Next, I do my homework and before
sunset, I train in the park located in front of my house.
What are your expectations for this course?
I hope to improve my English and to get along with everyone in my new school.
Teachers examples
75
Exploring dialogues in which information about personal data, likes and dislikes, physical features of ones
own and others is given; expectations, wishes, purposes and intentions about familiar and school situations,
daily activities and personal experiences.
Participating in the reading aloud of parts in a dialogue.
Identifying expressions about personal information, likes and dislikes, physical features of ones own and
others, expectations, wishes, purposes and intentions about familiar and school situations, daily activities and
personal experiences.
Completing, in an oral manner, sentences in a dialogue about personal data, likes and dislikes and physical
features of ones own and others.
Using previously written sentences as a model to express expectations, wishes and purposes about familiar and
school situations.
Completing, in a written way, dialogues which express daily activities and personal experiences.
Writing questions and answers about personal data, likes and dislikes, physical features of ones own and
others; expectations, wishes and purposes about familiar and school situations, daily activities and personal
experiences.
76
Asking and answering questions about a science- Organizing information about a science-related topic.
related topic. Paraphrasing sentences about a science-related topic.
Understanding main ideas about a science-related
topic, through listening.
Synonims.
Suggested examples
Great Canyon
The Grand Canyon is a canyon shaped by the Colorado River located in Arizona, USA. The Grand Canyon is 446 km
long and reaches a depth of over a 1.8 km. Temperatures vary throughout the year, with summer highs within the
Inner Gorge commonly surpassing 37 C. However, during winter minimum temperatures can sometimes fall below
-17 C along the canyons rim. With respect to flora, Grand Canyon has a dozen endemic plants. The fauna that
can be found in this area is quite varied. There are 33 crustacean species found in the Colorado River and its
tributaries within Grand Canyon National Park. There are also approximately 47 reptile species in that region. Six
rattlesnake species have been recorded in the park. The conifer forests provide habitat for 52 mammal species.
Raccoons, weasels, bobcats, gray foxes, and mountain lions are also present, but are much more rare. In recent
years, unfortunately, the Grand Canyon has suffered some problems with air pollution.
Which is the temperature range in the Grand Canyon?

In line 5, to what element refers its?
Teachers examples
Exploring an illustrated text about a science-related topic.
Identifying and naming title, paragraphs, and images.
Identifying, through listening, names and main ideas of the science-related topic featured in the text.
Participating in the reading aloud of an illustrated text on a science-related topic.
Making and answering questions, orally and written, based on an illustrated text on a science-related topic.
Differentiating intonation in questions and answers.
Organizing the information about the science-related topic into a graph.
77
of 3rd grade Secondary school
Interpreting and saying expressions of greeting, Writing greeting, farewell and courtesy expressions.
farewell and courtesy. Participating in the writing of expressions to ask or
Understanding and saying expressions to request or provide help, or what is required or necessary from
provide help, or whatever is required or necessary others.
from others. Writing down questions and answers to obtain
Asking for and offering information about the information about the immediate context (name,
immediate context (dates, schedules, object size, color, dates, schedules, object positions,
positions, addresses, basic need items). addresses, basic need items).
Understanding and exchanging information about
public services with the help of written models.
Comparative structures: e. g., asas, morethan, etc.
Verb forms: subjunctive.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demonstratives (this, those,
etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, when, etc.), adverbs
(here, there, etc.).
78
Suggested examples
Good afternoon to you all! I really need a rare book about Do you need that I buy
Howre you doing? literature, but I havent found something?
Fine, thanks. it and I asked my relatives and Yes, please. We dont have
Well, lets start. Please none of them has it. What do enough milk. Please bring
organize into teams of three. you think I could do? some. Also, there isnt any
Julieta, could you help to hand I suggest you borrow the book juice left. Bring a gallon. And
in these materials I have on from the library. fruit, we need a pound of
my desk? But I knew that they have strawberries and three pounds
Of course, teacher. I see these changed their premises and I of mango.
materials have a mark of two ignore their current location.
different colors. Its not far from here. I
Yes, please deliver the red recommend you take a bus to
ones to the teams on the left the Human Rights Office. Once
side of the classroom and the you get down, walk towards
blue ones to the teams on the the spiral tower to the right of
right. So, shall we start? the Office. Youll find a red
Yes, teacher. building with two torches in the
Ok, its 5:30 and this is a quick front yard. Thats the library.
activity so we shouldnt spend But I dont know how to get a
more than 10 minutes library card.
Its quite easy, take your school
ID and a proof of address. Fill
in the format they provide you
with in the library. They take
you a photo, you pay a fee and
Bobs your uncle!
Teachers examples
Exploring dialogues in which daily life expressions are used and interpreted, such as the ones used to ask and
offer help or make suggestions, questions about the immediate surroundings are made and expressions to
exchange information on public services.
Recognizing daily life expressions, such as the ones used to ask and offer help or make suggestions,
expressions to ask and offer data about the immediate surroundings and expressions to exchange information
on public services.
Writing down daily life expressions in dialogues.
Completing dialogues by writing expressions to ask and offer help and make suggestions.
Completing dialogues by writing questions and offering information about the immediate surroundings.
Writing questions and answers in which information about where public services are provided.
79
Listening to news about events of interest. Understanding and write information in short news.
Identifying and expressing main ideas in the news.
Understanding specific information in news through
questions (who?, what?, how?, when?, where?, etc.).
Expressing opinions about news.
News structure: inverted pyramid (answers to the questions who, what, when, where, how and why).
Text components: title, bullets, etc.
Connectives (e. g., so, either, when, while, etc.).
Conditionals (e. g., If she had knew that, she would have, If we werewe could).
Suggested examples
Vienna Boys Choir to perform in S. F., Livermore
Performances on February 10 and 11.

Repertoire will include special arrangements of world music.
One of the most sublime sonorities in the world is a choir composed of young males between the ages of about 9
and the beginning of puberty. Its an uncannily pure, sweet, rather flutelike timbre with barely a hint of vibrato.
Boys choirs date at least back to late medieval and Renaissance times, when music was becoming more com-
plex and polyphony was being developed. Musicians of the time found that the sound typically produced by boys
voices was perfect for the increasingly complicated threads of polyphonic music a style which requires that each
voice part be independently discerned from the whole.
[] the famed Vienna Boys Choir will provide us with opportunities in the Bay Area this coming week. The
typically sailor-suited young lads are scheduled to sing at 8 p.m. Feb. 10 at Grace Cathedral, 1100 California St.,
in San Francisco and 8 p.m. Feb. 11 at the new, state-of-the-art Bankhead Theater, 2400 First St., in Livermore.
Their programs will be from their repertoire of Austrian folk songs and waltzes, classical masterpieces, beloved pop
songs, medieval chants and special arrangements of world music. (Taken, adapted and edited from Cheryl North,
http://www.mercurynews.com/music/ci_17251696?nclick_check=1, February 4th, 2011. Fecha de consulta: 15
febrero 2011.)
Where will be the venue for the concert at Livermore?

Which are the main features of the boys voices?
I think its important that there exist children groups that promote culture with their activities. I really like any kind
of music, especially classical, and this kind of concerts give people the opportunity to have a different experience.
I think cultural authorities could invite this kind of groups and by making the concert in a public square, many
people could attend and enjoy a once-in-a-lifetime musical experience.
Teachers examples
80
Exploring news on a topic of interest.
Indicating title, name of the event and principal ideas in the news report.
Proposing, in an oral manner, questions and answers about the information within the news report on the topic
of interest.
Completing, in an oral and written manner, words and sentences found in the news report on an event of
interest.
Writing questions and answers about the information within the news report on the event of interest.
81
Making questions about epistolary texts (letter, Reading and answering epistolary texts.
message, note, etc.) and answering them.
Giving information about places, schedules and
events in letters.
Grammar: possessive genitive (e. g., Jeans friend), double genitive (e. g., a colleague of theirs), compound
adjectives (e. g., good-looking, well-mannered), adverbs (e. g., tomorrow, before, after, etc.).
Suggested examples
Fernando,
Please dont forget to feed the cat. I left some cat food on the table. Also, remember to call back Ms. Irene by 4
oclock.
Carla,
I am writing to you because of the letter I received last week asking me whether it was advisable to go to the
mountains or to the beach this summer. As a matter of fact, I prefer the mountains, but I know it can be a little bit
exhausting, particularly if few people go along with you. I suggest you go to the beach. Remember to use lots of
sunscreen if you dont want to get sunburnt. Also, be sure to follow all the directions by the lifeguards, particularly
if there is bad weather when you go. If you go, dont forget to bring me a postcard. However, remember this is only
a piece of advice and youre under no obligation to follow it.
Hope youre OK.
Hugs and kisses,

Geraldine
Why does Geraldine advise Carla to use sunscreen?

Does Geraldine prefer the beach to the mountains?
Teachers examples
82
Exploring epistolary texts.
Reading an epistolary text out loud.
signature, etc.) of an epistolary text.
Answering oral questions about the information within an epistolary text (event, time and place).
Writing and checking an epistolary text.
83
Listening to and expressing messages in Identifying main ideas and specific information in
advertisements and signs. advertisements, warnings and signs.
Understanding instructions to meet an emergency Understanding instructions through guided reading
situation. in order to solve an emergency situation.
Comparison of words, sounds, and letters between the native language and English.
Verb form: imperative.
Determinants: quantifiers.
Typographic resources (e. g., @, , , $, etc.).
Suggested examples
Last days to register to the poetry contest!
If you are between 12 and 15, you can participate in the annual poetry contest. Deadline for submission of original
poems is April 4th. You can send them via e-mail to poetrycontest@contest.org or deliver them personally in our offices
located in 547 Winter Avenue. Dont forget to include your personal data (name, age, school, address, phone number
or e-mail address) either in a enclosed envelope or as a separate attachment if you send your poems via e-mail.
How to call an ambulance:
Take a deep breath to calm down.

Dial the emergency number.
Ask the operator for an ambulance. You must provide the following information: your location, the phone
number that you are calling from, your name and the reason why you need an ambulance.
Stay calm and follow all the directions given by the operator.
Teachers examples
84
Exploring advertisements and warnings.
Identifying, by name and context, advertisements and warnings.
Detecting and recognizing general data and specific information in advertisements and warnings.
Reading aloud general data and specific information on advertisements and warnings.
Proposing, in an oral manner, questions and answers on information contained in advertisements and
warnings.
Completing, in a written way, advertisements and warnings.
Presenting and answering, in an oral manner, questions about main ideas and specific information on
advertisements and warnings.
Completing, in a written way, words and sentences in advertisements and warnings.
Writing and checking a brief advertisement of warnings.
85
Sharing personal information (name, age, Writing questions and answers containing personal
occupation or activities), likes and dislikes (food, information, preferences, and ones own and others
colors, etc.) and ones own and others physical physical appearance, with the help of visual aids.
appearance, with the help of written models. Participating in the writing of questions and answers
Expressing and asking about expectations, wishes, to find out familiar and/or school expectations,
purposes and intentions about familiar/or school wishes, purposes and intentions.
situations. Writing questions and answers about daily routines
Describing and asking about daily routines. and personal experiences.
Sharing personal experiences. Completing written dialogues about expectations,
daily routines and personal experiences.
Verb tense: future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.), modal verbs (would,
may, etc.).
Direct and indirect speech.
Homophones (two/to; eight/ate, etc.).
Suggested examples
So you have just moved to our neighborhood?
Yes, Im Daniel. Nice to meet you.
Nice to meet you, Im Alina. I saw you just a couple of hours ago carrying a football.
Yes, I play in a local football team. Im forward.
And have you played for long?
Well, Ive practiced since I was four. But only last year I was selected to play in a team. I happened just
by chance.
Seriously. Why?
Because it happened that I was practicing alone in the park, when a player got injured. The team captain
was desperate and I arrived and told him I could fill in as a substitute. He agreed and, well, here I am.
And do you like any other activities?
Yes, on weekends I am in a choir. I like to sing and our choir has been making steady progress. We hope
to perform in the public square really soon. Next time there is a recital Ill invite you.
Thanks, Ill be looking forward to it. Well, its been very nice to chat with you, but I have to go. Today is
Wednesday and usually I help my mom at the fruits stall. Ill see you around.
See you!
Teachers examples
86
Exploring dialogues in which personal information, likes and dislikes, physical features of ones own and others
are shared; expectations, wishes, familiar and school purposes, daily routines and personal experiences.
Identifying expressions about personal information, likes and dislikes, physical features of ones own and
others; wishes, familiar and school purposes, daily routines and personal experiences.
Completing orally sentences in dialogues about personal experiences, likes and dislikes and physical features
of ones own and others.
Using previously written sentences as a model to express expectations, wishes and purposes for familiar and
school situations.
Completing by writing, sentences to express daily routines and/or personal experiences.
Writing questions and answers about personal information, likes and dislikes, physical features of ones own
and others; expectations, wishes, purposes for familiar and school situations, daily routines and personal
experiences.
87
Asking and answer questions about a science-related Organizing information about a science-related
topic. topic.
Understanding, while listening, main ideas and Rewriting information about a science-related topic.
some details about a science-related topic. Editing information about a science-related topic.
Verb tense: present.
Suggested examples
Lawn mowers
There is a type of lawn mower call rotary. They need a motor, which provides the energy to make the blade spin
fast enough to cut grass cleanly.
Most of those lawn mowers are based upon an internal combustion engine, which can use either gasoline and
oil or just gasoline. However, some rotary lawn mowers use electric motors powered by a cord, a rechargeable
battery or even solar power.
The motor has a throttle attached (usually on the handlebar). The function of the throttle is to keep fuel flowing
to the motor. If the throttle is released, the motor automatically stops. In some lawn mowers, the throttle makes it
possible to adjust motors speed.
The motor turns a vertical axle, which, in turn is attached to a large blade. The blade typically spins at 3000
revolutions per minute and slices the grass as it goes over it. The shape of the blade can be either straight or curved,
but the tip of the blade at either end is the part that does the cutting.
(Adapted from: http://home.howstuffworks.com/lawn-mower1.htm. Fecha de consulta: 16 de febrero de 2011.)
Which can be the energy sources for a rotary lawn mower?

Mention two functions of the throttle in a lawn mower.
Teachers examples
88
Exploring an illustrated text about a science-related topic.
Identifying and naming title, paragraphs, graphics and illustrations.
Identifying, while listening, names, main ideas and some details concerning a science-related topic in a book.
Participating in the reading aloud of an illustrated science-related text.
Clarifying the meaning of new words with a dictionary and/or teachers help.
Modeling and answering questions, orally and written, based on an illustrated science-related text.
Differentiating intonation between questions and answers.
Organizing information about a science-related topic into a graph.
Writing and checking information about a science-related topic.
89
As well as the specific topics for reflection competences. For example, Composition of
mentioned in the content tables, the following expressions is a knowing about content that
topics should be incorporated into the con- helps to Write expressions to ask and offer
tents already mentioned, since they help con- help or Formulate suggestions, or to Edit infor-
textualize and give meaning to the specific mation about a science-related topic.
Permanent topics for reflection

Structure theme, aims and intended audience of oral and written texts.
Graphic and textual components.
Form of communication: on-site, long distance.
Contextual clues: non-verbal language (gestures, body postures, signs and body part movements, stares, etc.),
ambiance sound, relationships among participants, etc.
Patterns of text arrangement: lists, comparison and contrast, etc.

Acoustic characteristics: volume, tone, rhythm pronunciation intonation, and fluency.
Repertoire of words necessary for this social practice of the language.
Textual composition (expressions, sentences, paragraphs, etc.)
Differences between the sound value of letters in the native language and English.
Types of sentences: declarative, interrogative.
Verb tenses.
Verbal forms: modal, phrasal, auxiliary.
Syntactic particularities of English (pronoun it, sentences with like, absence of relative pronoun, etc.).
Lexic and sintactic differences between British and American variants (collective nouns agreement, possessive
constructions, etc.).
Differences in letter-sound correspondences between the native language and English.
Conventional writing of words: no substitutions, additions or omissions.
Upper and lower case letters.
Punctuation.
Letter groups not frequently found in the native language.
Contrast between British and American variants (-our/-or, -ise/-ize, -re/-er, etc.).
90
Introduction to the NEPBE
T he social practices of the language are

the same for all three grades in Cycle 4.
However, there are variations in their depth and
depth and complexity in each grade. Conse-
quently, the contents of the practices in unit
1 will have been taught, and once students
complexity as the well as in the program con- begin to work with the NEPBE, they will find
tents derived from the specific competencies. it familiar. However, to facilitate the students
To work with such variations, the teacher may incorporation to the syllabuses, it is impor-
choose the practice from unit 2 with which he/ tant to take the following considerations into
she wants to begin the corresponding grade; account:
Academic and educational environment: Un-
derstand and write instructions, or Familiar and Look after the development of recepti-
community environment: Interpret and convey ve communicative abilities in the social
information published in various media. practices with the language.
Regarding the practices of unit 1: Un- Take into account that the topics for re-
derstand and convey information about flection are cyclic throughout the spe-
goods and services and Read and un- cific competencies; therefore, there are
derstand different types of literary texts dis- several opportunities to work with them
tinctive of English speaking countries, it is in context.
important to mention that the doing with Make a special emphasis in the develop-
and knowing about the language of such ment of the contents of the being through
practices are included in these guides for the the language (interculturality, attitudes, va-
three grades, only with a different degree of lues, cooperative work, etc.) that havent
been taught.
91
Appendix. Planning format
Specific competencies Specific competencies
Topics for reflection

Specific
General
Texts
Suggestions to approach the contents
Time suggested by the teacher:___ hours
92

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Programa Nacional de Ingls

en Educacin Bsica Segunda Lengua: Ingls

Gua de nivelacin Ciclo 4

SUBSECRETARA DE EDUCACIN BSICA

DIRECCIN GENERAL DE DESARROLLO CURRICULAR

DIRECCIN GENERAL DE MATERIALES EDUCATIVOS

DIRECCIN GENERAL DE DESARROLLO DE LA GESTIN E INNOVACIN EDUCATIVA

DIRECCIN GENERAL DE EDUCACIN INDGENA

DIRECCIN GENERAL DE FORMACIN CONTINUA DE MAESTROS EN SERVICIO

COORDINADOR DEL PROGRAMA NACIONAL

COLABORADORES COORDINACIN EDITORIAL

PRIMERA EDICIN ELECTRNICA, 2011

Estructura de la Gua de nivelacin.................................................................................................. 11

Propsito de la enseanza del ingls para el Ciclo 4................................................... 13

Contenidos bsicos de nivelacin de 1o de Secundaria.............................................. 16

Contenidos bsicos de nivelacin de 2o de Secundaria.............................................. 25

Contenidos bsicos de nivelacin de 3o de Secundaria.............................................. 35

Anexo. Formato de planeacin................................................................................................ 49

Structure of the Leveling Guide.......................................................................................................... 54

Purpose of English Language Teaching for Cycle 4........................................................ 56

Basic leveling contents of 1st grade Secondary school................................................. 59

Basic leveling contents of 2nd grade Secondary school................................................ 68

Basic leveling contents of 3rd grade Secondary school................................................ 78

Introduction to the NEPBE .......................................................................................................... 91

Appendix. Planning format........................................................................................................ 92

Gua de nivelacin Ciclo 4

os principios normativos que establece el artculo tercero

Secretara de Educacin Pblica

L os cambios en el nivel de logro que implica

L a presente gua est organizada en seis

E l propsito de la enseanza del ingls

P ara abordar los contenidos bsicos de

Sugerencias para abordar los contenidos

Temas de reflexin especficos

Who will conduct the Los Angeles Philharmonic?

Sugerencias para abordar los contenidos

What event is Cecilia organizing?

Sugerencias para abordar los contenidos

Sugerencias del docente

Where can electronic devices be stored?

Sugerencias para abordar los contenidos

Sugerencias del docente

How do brain hemispheres control the body?

Sugerencias para abordar los contenidos

(Ann Gripper, 8/08/2008: http://www.mirror.co.uk/news/top-stories/2008/08/08/pictures-and-video-spectacular-

Sugerencias para abordar los contenidos

Answer True or False to the following statements.

Ejemplos del docente

Temas de reflexin especficos

Ejemplos del docente

Which is the temperature range in the Grand Canyon?

Sugerencias para abordar los contenidos

Sugerencias para abordar los contenidos

Temas de reflexin especficos

Performances on February 10 and 11.

Where will be the venue for the concert at Livermore?

Hugs and kisses,

Why Geraldine advises Carla to use sunscreen?

Take a deep breath to calm down.

(Adapted from: http://home.howstuffworks.com/lawn-mower1.htm. Fecha de consulta: 16 febrero 2011.)

Which can be the energy sources for a rotary lawn mower?

Temas de reflexin permanentes

Aspectos fnicos, sintcticos y semnticos de los textos